多媒体技术在中学英语课堂中的应用

1、多媒体技术在中学英语课堂中的应用appling the multi-media technology to the english teaching in the middle schoolcontentsabstract.1key words.2i. introduction.2ii. technical characteristics and the development of multi-media applications.32.1 multi-media and multi-media technology.42.2 multi-media technology in the te

2、aching of secondary english classroom applications.5iii. multi-media technology in the classroom teaching of english in secondary schools and the response zone63.1 stubbornly pursued in the english language classroom program display63.2 demonstrates the screen substitution blackboard with the comput

3、er.73.3 replaces the student thought with the computer multi-media class and drills.73.4 ignore conventional teaching media and means of multi-media computer programs.83.5 excessively many uses computer multi-media8iv. multi-media teaching status and development prospects.94.1 the impact of multi-me

4、dia technology in education.94.2 multi-media teaching prospects.11v. concluding remark.13references.14摘 要： 随着现代科学技术的发展,多媒体技术的发展也呈现出日新月异的态势，多媒体技术应用到各个领域，在教育领域多媒体技术也得到了广泛的应用在英语课堂教学中，应用多媒体技术进行辅助教学为学习者提供了多重刺激，增加学习和记忆的效果，同时为学习者提供主动参与的机会，有助于突破教师在教学过程中自身能力的局限性给英语课堂教学注进了新的活力，改变那种认知型、灌输型、独奏型、封闭型、统一型的英语课堂教学模式

5、为学生视、听、说的教学模式，实现在课堂教学中生积极参与、口脑并用、和谐高效、主动发展，着重培养学生运用英语进行交际的能力在现代英语课堂上得以体现，听、说、写综合训练得到加强，人文教育思想得到渗透。关键词： 多媒体技术；英语课堂教学；教学方法；教学改革abstract: along with the development of the modern science and technology, the multi-media development also presents the situation which changes very quickly, the multi-media

6、technology applies to each domain, also obtains the widespread application in the education domain multi-media technology. in the english classroom instruction by applying the multi-media technology carries on the assistance teaching provides multiple for the study stimulates, the improved study and

7、 the memory effect, at the same time it provides the initiative participation for the learner with the opportunity, it is helpful in breaking through the teacher own ability limitation. to pour into the new vigor in the teaching process for english classroom teaching, changes that kind " the co

8、gnition, the instillation , the solo, the enclosed type, the unification " english classroom instruction pattern is the students "watching, listening, speaking" the educational model, achieving active participation in the classroom teaching students, brain and mouth with, harmonious a

9、nd efficient, proactive development, focus on training students to use english communication capabilities to be able to manifest in the modern english classroom, listens to, to say, to write the integrated training to obtain strengthens, the humanities education thought obtains the seepage.key words

10、：multi-media technology english classroom teaching teaching methods teaching reformi. introductionespecially the application of technology multimedia in english teaching is a new subject to all of the people. with the development of information technology and the development of the reform of english

11、 teaching, people have paid more and more attention to the application of multimedia in english teaching.in recent years, english educators query the traditional english teaching continuously and point out the reform of english teaching is of great urgency, while the application of multimedia provid

12、es new and advanced teaching methods. in order to reclaim the thoughts of english reform, we must know about the multimedia first.multimedia is a complex technology but widespread in the society. initially, the english teaching methods is text-oriented and teacher-centered, the teachers teach knowle

13、dge by one mouth, a blackboard, a few chalks. the production of tape-recorder makes a great progress in english teaching. it can not only help students to listen to native language, but also can let students imitate and make dialogue with each other, improve the efficiency and interests in english l

14、earning. then tv and video was produced and applied in teaching. it not only posses the function of tape-recorder but also can show the words and pictures. students can practice listening just like staying in the vivid situation. but the tape-recorder, tv, video and so on are unidirectional media, w

15、hich have the simple function, students only receive knowledge passively in that way. for example, we will train students for practicing listening, do exercises, watch video to appreciate cultural backgrounds, but the tape-recorder cant check or answer how much students understand. this kind of mult

16、imedia just gives information but students cant receive information, so the interaction between teachers and students cant be formed. the application of multimedia supplements the blank of this area.in the past, with the great improvement of technology, it brings a series of reform to society. new c

17、enturies bring new challenges to middle school english teaching, many key schools installed multimedia language lab, renovate the precious visual system, improve the condition of teaching, and promote the reform process of english teaching. in the past, we used the traditional equipments such as tap

18、e-recorder, projector, video, but to a certain degree that isnt modern medium, now more and more schools apply multimedia to teaching, especially in the process of classroom teaching.whats the multimedia? multimedia means under the control of computer, merging the visual image, image and sound syste

19、ms in different levels, through the computer the students and teachers make them interact with each other. multimedia technology refers to the technology that process, pick up, edit store and show two or more types of information. modern technology is analyzed and applied in teaching, the main purpo

20、se is that we must base on traditional education and improve the situation, promote the advanced technique in english teaching, the key is to let students learn more than ever before, gaining learning strategies efficiently. the key to learning english well is to practice. listening, speaking, readi

21、ng and writing are basic skills of english, they are also important parts construct the communications capability, of them listening and reading are skills of understanding, that is input. speaking and writing are skills of expressing, which are output, the latter is the supplement. the former promo

22、te each other in language learning and communication. multimedia bring us a great chance and we make use of multimedia in english teaching, it will be the effective route in improving english level. the application of multimedia in english teaching has a lot special meaning towards students.since th

23、e reform and open outside policy, chinese is gradually close to the world, english has become the common international language ,if one wants to participate international affairs he had to want to play the vital role in the world economic integration development tendency, has to grasp english, there

24、fore english is more and more value. at present situation in china, english study mostly concentrated in the middle school stage, but in the chinese actual culture atmosphere, english language learning largely concentrated in the classroom, therefore the middle school english classroom instruction i

25、s especially important. along with the technical development, the traditional english classroom instruction already could not comply with the society advanced demand, the multi-media technology is on the rise, already applied to each domain of the work or life , the multi-media technical application

26、 also obtained the fast development in the classroom instruction. this multi-media technology for classroom teaching of english in secondary schools mainly talk about their exploration and application of thought.ii. technical characteristics and the development of multi-media applications2.1 multi-m

27、edia and multi-media technologywith scientific and technological advancements, multi-media content is deepening, from early multi-media teaching technologies to optimize the combination of understanding refers to the language, the traditional language teaching media and the teaching of modern electr

28、onic media category organically. this combination of the corresponding individual teaching functions complementary media, but the media can not be unified as a whole and information processing and management. in the 1980s, the emergence of multi-media computers, making multi-media content in the ess

29、ential changes, so that an integrated multi-media technologies become a reality. today, we no longer refers to a variety of multi-media media or general multi-media information itself, but it mainly refers to the processing and application of a technology, multi-media often now as a "multi-medi

30、a technology" synonymous with.understanding the definition of multimedia contributes to applying it to english teaching. different people have different opinions on it. this combination supplement the function of unidirectional teaching medium, but the information of medium can not be handled f

31、or the whole. multimedia, a term widely used in the fields of it, provide a new method of education, especially in english teaching. it has great impact on the notion of traditional teaching; apparently it contributes to english teaching reform. the technology of multimedia is composed of hypertext,

32、 image, pictures, flash, and sound medium to process and control. each factor of multimedia is combined organically to finish a series of interaction operation. different people have their own opinions, but they also have something in common. in the society, the information is transmitted in differe

33、nt ways. since 1980s, the multimedia computers have been applied, the meaning of multimedia change a lot. the background of changes can be presented as follows: first of all, people have requirements that the multimedia should be dealt with integrally as well as the capacity of interaction. secondly

34、, each media can pick up, store, and transform information digitally. thirdly, with the development of storage skills and marketlization, large capacity of digital information of multimedia has a carrier which can be separated and applied. just because of these reasons, multimedia become a synthetic

35、ally skill in reality. at present, multimedia refers to the process and applies besides the multimedia information itself.technology and foreign language education are no longer strange to one another. in the sixties and seventies, language laboratories were being installed in numerous educational s

36、ettings. the traditional language laboratory were comprised of a series of booths, each providing a cassette deck, and accompanying microphone and headphone. teachers monitored their students' interactions by using a central control panel. the basic premise behind this technology was that if ver

37、bal behavior was modeled, and then reinforced, students would quickly learn the language in question. the language lab activities were therefore grounded in a stimulus-response behavior pattern. the more drill practice the students encountered, the faster they would learn the second language. while

38、the language laboratory was a positive step in linking technology and language education, it was soon recognized that such activities were both tedious and boring for learners. furthermore, the amount of student-teacher interaction was minimal, and individualized instruction was irrelevant. besides,

39、 the pedagogical deficiencies, the audio equipment was cumbersome and prone to breakdown.now we can not have a computer on multi-media technology. the meaning and scope of multi-media technology is extremely broad and general that the latter refers to multi-media technology, audio, video, graphics,

40、images, animation and other multi-media information through computer digital collection, acquisition, compression, decompression, editing, storage, processing, a logical link between the various kinds of information, to be shown separately or synthetic forms of integration technology. multi-media te

41、chnology is a new, cross-multi disciplinary integrated technology, its applications for information management, office automation, education and learning brought about tremendous and profound changes, especially multi-media technology in teaching applications, computer-aided teaching development mar

42、ks a new phase in, but also helps to promote english classroom reform.2.2 multi-media technology in the teaching of secondary english classroom applicationsmulti-media technology contains many elements as follows : delineascope, radio, sound recordings, films, television, videos, cd-roms, computer,

43、the most important of which is a combination of portfolio and computer systems. let us understand the concept of multi-media computer assisted language learning (abbreviated mcall). in the teaching of english, we can make good use of the mcall improve teaching efficiency and the quality of teaching.

44、 as multi-media computer with integrated sexual characteristics, sets of text, image, sound, animation and integration in the teaching of english, we can make full use of this advantage to create multi-media diversification simulation authentic language environment for students to obtain a vivid, ri

45、ch and the sentimental image materials, stimulate and maintain interest in learning, especially to accelerate stimulate english language, therefor enhancing the capacity and use of english that english communication, speaking ability.multi-media for classroom teaching, teachers and students can deve

46、lop a two-way communication through teaching media interaction, the basic model is : teachersteaching mediastudents. in this system, students are learning subjects, the role of teachers is in the inspired guidance, doubts answer, sum up lessons, teaching media is multi-media on the shoulders "s

47、ent" and "assessment" dual role, which fundamentally a combination of a computer and interactive learning, and self-development of new classroom teaching, conducive to fostering harmonious teacher-student relationship, the most important thing is to optimize the maximum classroom teac

48、hing.iii. multi-media technology in the classroom teaching of english in secondary schools and the response zone now, the multi-media technology has been already widely applied in the classroom instruction, its superiority and advantage are already for everybody universal approval, however, after th

49、e application the computer multi-media to english classroom instruction, as a result that insufficiently comprehensive regarding the multi-media understanding and the use irrationality, next are some erroneous areas. 3.1 stubbornly pursued in the english language classroom program display. appropria

50、tely reasonably we utilize the computer multi-media assistance teaching to be able to make english classroom instruction more interesting and lively . however, in the multi-media assistance teaching process, the teacher still should play the leading role, english teachers in the classroom is the rol

51、e which the computer can not replace some of the functions. for instance: in english classroom subject begins several minutes students on duty report or teachers' and students' oral exchange, it is the computer that cannot be substituted. but in order to pursues the multi-media teaching clas

52、s constantly in the classroom demonstration, part of contents which narrates by the teacher now become the multi-media demonstration; even high quality class comparison and appraisal also whether on the useful multi-media assistance teaching takes a necessary condition. but, we must explicitly reali

53、ze , english is a very strong practical language discipline, the student carry on the human relations by using english language the ability to obtain the raise; but the computer media is only a tool that assists the teacher for teaching , because even if is the most advanced modernized teaching tool

54、, it also only can play the role which serves for teacher's teaching, it is impossible to substitute teacher's in classroom teaching activity completely. in other words, may not have the computer multi-media, but cannot have the teacher; the media forever occupies the status which controlled

55、, it is teachers teaching activity supplement. we cannot demonstrate the computer multi-media class but pursue multi-media. we supposed constantly to remember: any time we should use the tool for the teaching, but acted in a reprehensible methods use the tool for the teaching. therefore, whether we

56、used the computer multi-media should be decided by english classroom instruction need.3.2 demonstrates the screen substitution blackboard with the computer.some english teachers see the computer screen as blackboards, before the entire class drilling materials, the question and the answer, even the

57、entire lesson plan all are inputs into the computer, in the class demonstrations. we know that, in english classroom the teacher must establish the scene according to the teaching needs, guides the student to carry out the drill but to achieve carries on the human relations using english . furthermo

58、re, traditional outstanding blackboard writing not only concise, moreover the teacher may propose according to the student carry on the adjustment, the revision as necessary to the blackboard writing content. but if the teachers completely substitutes blackboard with computer screen, on the one hand it is easy to create the stud