农村中学英语教学中多媒体应用的可行性研究

论文摘要

当前课程改革不断深入,农村中学也积极响应课程改革的号召。但就农村中学英语课堂教学现状来看,仍然停留在粉笔,黑板和录音机上。要在有限的45分钟得到最好的教学效果,必须进行现代化的教学改革,而多媒体辅助课堂教学有着它独特的优越性,它有利于调动学生学习的积极性,深化课程教学改革,提高教学效率。现代化的教学媒体的运用不仅仅是教学手段的改革和发展,它也促进了教育思想和教学理论的改革。在科学技术不断发展的今天,对于多媒体辅助课堂教学的研究日趋完善。但是对于在农村中学英语课堂实践中,多媒体辅助课堂教学还存在着异议。本研究旨在从分析农村中学多媒体在英语课堂教学的现状入手,针对农村中学的现状,提供一定的理论指导及实践方法,以解决英语课堂教学中的困惑,使多媒体辅助教学更好的应用于英语课堂教学,以提高英语教学质量。作者通过问卷调查和采访,对收集的结果进行分析,发现目前的农村中学的英语课堂存在以下的问题:1)多媒体教学处于起步阶段,各方面设施和教师的操作能力相当薄弱,多媒体只是一种摆设;2)多媒体辅助教学只是一种表演,只是一种有人听课时用于表演的工具;3)用于辅助教学的多媒体课件缺乏通用性;4)忽视学生的主体能动性。其主要原因有:1)教师缺乏教学改革意识;2)教学理论与教学观念相背。基于上述调查结果,作者在衡山农村中学中抽取两个一年级新生班级进行实验来验证在农村中学是否有必要进行多媒体辅助教学。实验采取问卷调查和考试的方法,经对数据进行统计和分析,提出以下建议:1)多媒体辅助教学应与教学内容紧密相连;2)多媒体辅助教学必须经过严密的设计;3)充分的考虑学习者个体内在的差别;4)只有遵循了多媒体辅助教学的原则及方法,才能够更好的符合教学的实际需要,有助于学生掌握语言知识。在农村中学,我们教师更应该更新教育观念,改变做法,正确认识多媒体辅助教学从而使多媒体在教学中发挥它更大的优势。

论文目录

• Abstract
• 摘要
• Introduction
• 0.1 The background of the study
• 0.2 The significance of the study
• 0.3 A general description of the study
• 0.4 Structure of the thesis
• Chapter 1 Literature Review
• 1.1 The concepts of Media, Multimedia and Multimedia Assisted Language Teaching（MALT）
• 1.1.1 Media
• 1.1.2 Multimedia
• 1.1.3 Multimedia-assisted language teaching
• 1.2 The history of multimedia assisted teaching
• 1.2.1 Audio-visual method
• 1.2.2 Computer assisted instruction
• 1.3 Theoretical background of multimedia-assisted language teaching
• 1.3.1 Constructivism perspective
• 1.3.2 Cognitive perspective
• 1.3.3 The National new English curriculum theory
• 1.3.4 Symbol-linguistic theory
• 1.4 Summary
• Chapter 2 The Present Situation of the Multimedia-assisted Language Teaching in Rural Middle School
• 2.1 Problems
• 2.1.1 MALT as an ornament
• 2.1.2 Ignorance of teacher on students' active role
• 2.1.3 Shortage of coursewares
• 2.2 Causes of the problems from teachers' perspective
• 2.2.1 Deviation of teaching practice from teaching theories
• 2.2.2 Lack of teaching theories training
• 2.2.3 Unawareness of innovation
• 2.3 Summary
• Chapter 3 The Experiment on the Application of Multimedia in Rural Middle School EFL Classroom
• 3.1 Description of experiment
• 3.1.1 Aims
• 3.1.2 Subjects
• 3.1.3 Instrument
• 3.1.4 Procedure
• 3.2. Analysis of the results
• 3.2.1 Analysis of the result of the questionnaires
• 3.2.2 Analysis of the result of experiment
• 3.3 Major findings from the research
• 3.3.1 Advantages of the application of MALT
• 3.3.2 Disadvantages of the application of MALT
• 3.3.3 Influence of the application of MALT
• 3.4 Pedagogical implication
• 3.4.1 Dealing with the relationship between multimedia assisted teaching and traditional teaching appropriately
• 3.4.2 Dealing with the Relation between the teacher and the student appropriately
• 3.4.3 Having clear teaching aims
• 3.4.4 Attending to feedback after class
• 3.5 Summary
• Chapter 4 Suggestions for the Application of MALT in EFL Classroom
• 4.1 Principles of the application of MALT
• 4.1.1 Systematic principle
• 4.1.2 Communicative principle
• 4.1.3 Cognitive principle
• 4.1.4 Cultural principle
• 4.1.5 Emotional principle
• 4.1.6 Effectiveness principle
• 4.1.7 Auxiliary principle
• 4.1.8 Opportune principle
• 4.1.9 Enlightenment principle
• 4.2 Teachers' roles in the application of MALT
• 4.2.1 As a guider
• 4.2.2 As learners and researshers
• 4.2.3 As an organizer
• 4.3 Countermeasures of problems
• 4.3.1 Implementation
• 4.3.2 Reasonable combination of traditional teaching with multimedia assisted language teaching
• 4.3.3 Improving teachers' ability of MALT
• 4.3.4 Fostering teacher's multiple skills
• 4.3.5 Caring for the students
• 4.4 Summary
• Conclusion
• Bibliography
• Appendix I
• Appendix II
• Appendix III
• Appendix IV
• Acknowledgements