计算机辅助英语教学

1、计 算 机 辅 助 英 语 教 学computer-assisted english teachingcontentsabstract.1key words.1i. introduction.2ii. the necessity of using computer-assisted english teaching.2iii. the present situation of using computer-assisted english teaching.3iv. brief notes on computer-assisted english teaching34.1 what is th

2、e computer-assisted english teaching?.44.2 the special features of computer-assisted english teaching.44.2.1 show large capacity of non-sequential messages.44.2.2 students can control the learning context and learning speed themselves44.2.3 teaching according to each students reality.44.2.4 teaching

3、 according to each students reality.54.2.5 computers are convenient to be used.54.3 computer can help students to reading and writing.54.3.1computer can help students to reading.54.3.2 computer can help students to writing.64.4 the results and influences of cai in english classroom74.4.1 use cai to

4、expand the capacity of the classroom, improve teaching efficiency.74.4.2 use cai to enliven the atmosphere of the classroom, strengthen and consolidate the content of courses, strengthen the interest of studying. . . . . . . . . . . . . 84.4.3 use cai to make students understand the content of study

5、ing wholly94.4.4 use cai to excite students emotion, cultivate ones taste9v. several general questions in the computer-assisted english teaching.105.1 what should the cai system provide to students in the english class?105.2 how does the cai system help those students feeling too slow to keep up wit

6、h others feeling too fast?.125.3 how does the cai system help students listening and speaking?125.4 how does the cai system encourage students?135.5 in which aspects can computer help teachers?.13vi. conclusion.14references.14computer-assisted english teaching摘 要： 随着计算机技术的发展和计算机的日益普及，计算机不断运用于教学工作中，这

7、就是本文所讲的计算机辅助英语教学。计算机辅助英语教学是英语教学发展的必然趋势，它与传统的教学模式有着本质的不同。传统的英语教学方式侧重教师的教，强调通过教师的最佳教法收到最佳的效果，而计算机辅助教学既注重教师教学方法的优化，又注重引导学生借助计算机来学习英语，通过教学内容，教学过程和计算机辅助获得最佳学习效果。本文总结了计算机辅助英语教学的概念，罗列了计算机辅助英语教学的特点，描述了计算机辅助英语教学的结果及影响，最后，谈到了计算机辅助英语教学中普遍遇到的问题，强调运用计算机辅助英语教学的重要性。关键词：计算机辅助英语教学 传统教学 特点 模式 问题abstract: with the dev

8、elopment of computer technology, computers are applied in almost every field, of course in teaching work, this text will argue computer-assisted english teaching. computer-assisted english teaching is an inevitably tendency of english teaching development. it has essential difference from traditiona

9、l teaching mode .the traditional teaching mode emphasizes teachers teaching, and stresses through teachers best teaching method to receive best teaching result, but computer-assisted english teaching emphasizes the improvement of teaching method and lead students to draw assistance from computer to

10、learn english, combine with teaching content, teaching process and computer assist to obtain best learning result. the text concludes what is the computer-assisted english teaching, shows the features of computer-assisted english teaching, describes the results and influences of computer-assisted en

11、glish teaching. at last, it talks about the general problems in computer-assisted english teaching, it emphasizes on the significance of computer-assisted english teaching.key words: computer-assisted english teaching traditional teaching features mode problemsiintroductionenglish becomes more and m

12、ore important since this is an information age. english is one of most important information carriers; it is used very extensively in every field of human life. for the needs that comply with the time development, the emphasis of english course reform is “changing the english course which puts on em

13、phasis on explanation on grammar and vocabulary knowledge into the course which emphasis on train students ability of using language.” it also suggests that teachers should train students ability of using english on the basis of students interests, experience of life, their knowledge through the app

14、roach of practice, participate, cooperate and communication, and make the language learning course become the course of students cinch forming active emotion, active thinking and daring to practice, improving students communication and their ability of self-learning. computer-assisted english teachi

15、ng is the inevitably tendency of english teaching development. it has essential difference from traditional teaching mode .the traditional teaching mode emphasizes teachers teaching, and stresses through teachers best teaching method to receive best teaching result, but computer-assisted english tea

16、ching emphasizes the improvement of teaching method and lead students to draw assistance from computer to learn english, combine with teaching content, teaching process and computer assist to obtain best learning result.in english teaching, teachers make use of computer to do software, can create te

17、aching scene. it also can make the teaching livingly and arouse the interest of students. utilizing computer- assisted english teaching can provide drill of some forms; add teaching information and direct students learning methods. it drills students ability of listening, speaking, reading and writi

18、ng.ii. the necessity of using computer-assisted english teachingcomputer-assisted english teaching is related to those who are interested in english or teaching english. in english teaching field, it obtains extensive approvment. computer-assisted english teaching is good for motivating students to

19、study english. students are anxious to use computers. many students are tired of traditional english classroom and are interested in this new teaching method. computer can display written text and use sounds, motion pictures, and video. students feel things are more real and more easily understood.i

20、n english teaching, teachers make use of computer to do software, they can create teaching scenes. it can make the teaching livingly and arouse the interest of students. utilizing computer- assisted english teaching can provide drill of some forms; add teaching information and direct students learni

21、ng methods. it drills students ability of listening, speaking, reading and writing.now computers are entering more and more classrooms, the teachers are learning how to operate computer and how to do software through continuous training, some people cant understand why the teachers computerize their

22、 classes and some of them consider computers are fashionable and luxury ornament. in order to know the necessity of use computer-assisted instruction, and urge more teachers to accept this modern teaching method.iii. the present situation of using computer-assisted english teachingcomputer-assisted

23、english teaching is the trend of times that it is used by every primary school, middle school and university in our country. except some schools of faraway village, because they dont have enough money, but more and more school are using computer in their classrooms now. “the number of teachers using

24、 computer-assisted english teaching has increased markedly and numerous articles have been written about the role of technology in education in the 21st century. although the potential of the internet for educational use has not been fully explored yet and the average school still makes limited use

25、of computers, it is obvious that we have entered a new information age.” (kuang-wu lee,2002)“for example, in the past decade, numerous academics have examined the application of computer-assisted english teaching in taiwan classroom. from the very start, teachers have realized that computers have en

26、ormous potential of special interest is the realization that caet may be especially useful in the taiwan situation where writing students are ofter at a low level of skill attainment and class size is large.” (li ming, 1988)because of the economic situations in different areas are different, it is i

27、mpossible that every primary school; middle school and university in our country. use computer-assisted english teaching, but with the high development, in our society using computer-assisted english teaching for every school and university will be a common thing.iv. brief notes on computer-assisted

28、 english teachingfirstly, this text concludes what is the computer-assisted english teaching, secondly, it describes the features of computer-assisted english teaching in many aspects, thirdly, it talks about the using of cai in english class, at last, it talks about some general problems in the com

29、puter-assisted english teaching. it wants to draw peoples attention to the significance of computers in english teaching, and stimulates more and more teachers to devote their efforts on this modern instruction method. 4.1 what is the computer-assisted english teaching? computer-assisted english tea

30、ching is the inevitably tendency of english teaching development. it has essential difference from traditional english teaching. the caet emphasizes the improvement of teaching method and lead students to draw assistance from computer to learn english, combine with teaching content, teaching process

31、 and computer assist to obtain best learning result.4.2 the special features of computer-assisted english teaching4.2.1 show large capacity of non-sequential messages.computer can store an abundance of messages. it may include courses or knowledge connected with a certain object; learners can skin t

32、hrough all knowledge and choose the part that they are interested in to learn. at first, they can learn step by step or jump to any part teachers assigned.4.2.2 students can control the learning context and learning speed themselves.usually, the cai system permits to choose teaching content, when st

33、udents master the first part completely, computers prompt them to enter the next part. in this way, students learning progress will not be limited by time or place. they can control their learning speed.4.2.3 teaching according to each students reality.through mutual activity, such as raising questi

34、ons, making judgment, the cai system can analyze each students ability and learning condition, and adjust learning course automatically. by this way, computer can teach according to individual student and give them immediate feedback.4.2.4 make students learn enthusiastically.in cai system, students

35、 control the speed of teaching and learning. computers contain several mutual activities, such as sequentially raising questions. showing feedback and manipulate teaching course, stimulating vacation. students are in active and initiate state in cai circumstance. they will not get tired easily and b

36、e interrupted as in passive learning course. thus, they can get better result.4.2.5 computers are convenient to be used.computer-assisted instruction is a kind of new technology, so some teachers think it is complicated in usage. actually using a computer in an english class is as easy as using a re

37、corder. in very short time, many teachers handle it masterfully. they use it to deal with some difficult and dull jobs, such as recode the students achievement, check the objective exercises. its practical and convenient.4.3 computer can help students to read and write.4.3.1 computer can help studen

38、ts to readin english reading class, computer should focus on meaning and stress reading comprehension.learners should have opportunities to work with whole, meaningful texts. programs that offer learners a chance to process large chunks of related text, rather than bits and pieces of unrelated langu

39、age fragments, allow students to use and extend what they know about reading comprehension. also to work with word-recognition programs that stresses the use of word meanings in conjunction with phonics and structural analysis. care must be taken to make sure that, when programs feature the study of

40、 individual words and phrases, they are offered within a contextual framework that helps them make sense to the learner. assessment programs for teachers should also be provided in meaningful context.in english reading class, computer should foster students active involvement and stimulate their thi

41、nking.learners should have opportunities to discuss the purpose of the computer task or program as well as its nature. they should be aware not only of what they are supposed to do but also of why doing it is important, to make decisions that control or influence the computer task. programs that bui

42、ld in opportunities for students to make choices and test predictions help them learn to think and act on their own rather than merely react to someone elses thinking, to monitor their own learning. tasks that offer students opportunities to self-check and correct their own errors support the develo

43、pment of independent learners.in english reading class, computer should support and extend students knowledge of text structures.learners should have opportunities to encounter a wide variety of text structures upon which to apply and refine their comprehension skill. a variety of narrative and expo

44、sitory structures should be provided. commercially prepared, teacher-authored, and student-authored materials should also be included. reading instruction can take place through all kinds of computer-based materials, not merely those designated specifically for that purpose, to experiment with text

45、in creative ways to suit their purposes. when students reorganize a story or an informational piece on the computer, they are employing and strengthening what they know about the structure of texts.in english reading class, computer should link reading and writing.learners should have opportunities

46、to create text with the computer for sharing and use with others. when students input information into the computer for someone else to retrieve and use, they must compose with the reader in mind. this frequently involves making explicit use of what they know about what makes a text comprehensible.

47、revision and proofreading strategies clearly involve the combined application or reading and writing skills.4.3.2 computer can help students to writecomputer for writing help students with developing ideas, organizing, outlining, and brainstorming. templates provide a framework and reduce the physic

48、al effort spending on writing so that students can pay attention to organization and content.writing is taught by the process approach or by a traditional method, one of the barriers to producing good writers is that students must use pencil and paper to transcribe their thoughts and ideas. many stu

49、dents are able to express thoughtful experiences, but have difficulty with handwriting; they labor over the first draft. to them, making revisions and recopying becomes an overwhelming burden. it is heartbreaking for a teacher to see a child, out of frustration and despair, tear up and throw away a

50、composition because repeated erasures have made holes in the paper. the original enthusiasm the student had for the writing assignment may evaporate, and the student may approach the next assignment with anxiety and apprehension. some writers, especially young writers, will make only those changes t

51、hat do not require copying, regardless of how much the revision would improve their compositions.no longer are computers seen as tutors and drillers. instead, educators now are realizing that the computer is a tool for handling information. a word processor can become the centerpiece for an effectiv

52、e writing curriculum, encouraging early language production and providing students with opportunities to connect reading and writing.teachers can get around the typical problem of too few computers in the classroom by having children write on paper first. then at the word processor, students can fin

53、e-tune their papers. concepts presented in the first draft can be examined for clarity and sufficient elaboration. additional information can be added, if necessary, to make ideas more concrete. finally, the text can be checked for minor errors and punctuation.the word processor has helped to realiz

54、e the advantages offered in process writing. rewriting and revising are allowed to be the cognitive processes they should be, rather than being dominated by the mechanical aspects of actually putting words down on paper. students learn to approach their writing errors from a different point of view

55、by struggling to understand what causes problem phrases, sentences or paragraphs.the example, it demonstrates how a student has organized her writing. her topic is the chesapeake bay. she thinks about three main ideas for her topic: food, fun, and jobs. next, she adds supporting details for each of

56、her three main ideas. now she can compose her paragraph. programs like inspiration or kidspiration are fun because students can use pictures, change the shape or colors of the circles, and change the chart into an outline.4.4 the results and influences of cai in english classroom4.4.1 use cai to exp

57、and the capacity of the classroom, improve teaching efficiency.traditional english teaching stays on the blackboard, small blackboard, radio-tape recorder, projector. teachers explain language order, lead the example sentence or write the example on the blackboard with projector, students take notes. the teaching mode is time-consuming also oppressive. although it can enliven classroom atmosphere, it is difficult to arouse students interest and enthusiasm. restricted by time and space at the same time, the content of courses is confined to the text