多媒体在乡镇中学英语教学中的现状调查研究-以礼泉县史德中学为例

1、AcknowledgmentsFor their encouragement and support, I want to thank these private persons who have helped me to finish this passage.First, I will give thanks to my adviser Ms Wu Ying, who has helped me finish this paper and gave me some valuable advice. I do appreciate her patience. Without her cons

2、tant help, I could not complete this thesis completely. Then, I prefer to express my gratitude to other teachers and classmates who help me in so many ways during a four academic-year program. Next, I am quite appreciated for the permission to quote from reference materials. At last, I also owe an o

3、bligation to my parents for their help.AbstractWith the deepening of the current curriculum reform, China's township schools are also responding to the call of the new curriculum reform. In order to carry out this concept of new curriculum reform, the English teachers in middle schools have used

4、 the advanced teaching methods of multimedia assisted English teaching in China, and the related research results are also emerging. It is not to be overlooked that the research is more influential in theoretical research on township schools, and the research is rare on multimedia-assisted English t

5、eaching in township schools . Therefore, this paper investigates the application of multimedia in the middle school English teaching in the township, mainly adopts the questionnaire survey, through researching some English teachers and students in the Shi De middle school, analyzing the current situ

6、ation of the multimedias application in the township English teaching .And put forward the relevant feasibility suggestions, in order to improve the township secondary school multimedia assisted English teaching effect to provide the necessary reference material.Key Words: multimedia technology; new

7、 curriculum; township middle school; English language teaching摘 要随着当前新课改的不断深入，我国乡镇中学也在响应对新课改的号召。为了贯彻新课改的这一先进理念，我国大部分乡镇中学的英语教师在教学中渐渐使用多媒体辅助英语教学，随之对这一先进的教学手段研究成果也不断涌现。但是不容忽视的是目前大部分对乡镇中学多媒体辅助英语教学的研究多倾向于理论研究，涉及多媒体辅助英语教学的调查研究尚不多见。因此，本文从对史德中学的多媒体辅助教学为切入点,采用了问卷调查法，通过对该校的部分英语教师和学生进行调查研究，分析当前多媒体在乡镇英语教学中的应用现状

8、，发现问题并提出相关可行性建议，为提高乡镇中学多媒体辅助英语教学的效果提供必要的参考素材。关键词：多媒体技术；新课改；乡镇中学； 英语教学Contents TOC o "1-3" h z u TOC o "1-3" h z u TOC o "1-3" h z u1. Introduction 12.Research Background 12.1The Development of Modern Information Technology Needs 12.2The Need for New English Curriculum R

9、eform 22.3 Students' All-round Development Needs 23.Literature Theory 33.1 A brief introduction to the definition 33.1.1 Multimedia 33.1.2 Multimedia Teaching 43.2The Stage of Development about the Multimedia 44.Investigation of the Multimedia in the Rural Junior Middle School 64.1Questionnaire

10、Implementation 64.2The students Result of Investigation 64.3 The teachers Result of Investigation 74.4Statistical Analysis of Survey Results 85.Conclusion 105.1Suggestions for Township Middle School 105.2 Suggestions for Township Middle School Teachers 105.3 Suggestions for Township Middle School St

11、udents 10Bibliography 12An Investigation on the Application of Multimedia in Rural Junior Middle School English1. IntroductionWith the continuous improvement of teaching quality, township middle schools have gradually joined the ranks of the new teaching. However, most of the rural junior middle sch

12、ool English classroom teaching situation still remain in the chalk, blackboard and tape recorder. to achieve better teaching results in a limited time, we must follow the pace of modern teaching. The use of multimedia is making the traditional teaching methods have undergone tremendous changes, elec

13、tronic computer and network technology and other multimedia education technology for the rapid development of teachers and students to provide more access to English knowledge channels, so that English classroom teaching research is maturing. However, there are still many problems in the use of mult

14、imedia teaching in township schools. This study develops based on the authors internship experience to research.2.Research BackgroundAt present, the process of educational informatization is in full swing and the development of multimedia technology. However, the application of multimedia in English

15、 teaching in rural middle school is not booming. Some even become a decoration.In view of this situation, it is important to investigate the current situation of the multimedias application in English teaching in the rural middle school.2.1The Development of Modern Information Technology NeedsIn the

16、 information society today, information accomplishment has become an important part of scientific accomplishment, the use of information technology, add a variety of information, identification, creative processing and processing of information, will be the 21st century high-quality talent essential

17、 skills .In the teaching of education, the realization of multimedia technology and English courses are the organic integration of the requirements of the times, but also the inevitable curriculum integration. Timely and appropriately use multimedia to assist secondary school English teaching, it ca

18、n effectively change the teacher's teaching methods and students learning methods, so that students learn in the multimedia technology environment for their own English learning activities design, implementation and evaluation, consciously continue to learn , and to promote their own development

19、 and improvement.2.2The Need for New English Curriculum Reform"English curriculum standards" pointed out: the development of modern information technology on the value of English education, goals, content and the way of learning and teaching have a significant impact on the design and

20、 experiment of English courses should pay attention to modern information technology, in particular, to fully consider the calculation equipment, computer learning content and the impact of English - theres proposed teaching and learning changes, that is, change the past, "full house irrig

21、ation" to guide students to take the initiative and change the teacher to the students one-way delivery for the division health, life and life to more exchanges, change imitation memory for independent exploration. In the practice of the new curriculum, we found that the use of multimedia-assis

22、ted teaching methods, so that the line, sound, color, moving, static changes to make students show specific, image, intuitive, sound and painting audio-visual materials, fully mobilize the students a variety of senses participate in learning, making the English class lively. Teachers are to evaluate

23、 the learning process of English, we should pay attention to the results of students learning, but also pay attention to their learning process, and pay attention to the level of students learning English, but also to pay attention to their activities in English expressed emotions and attitudes

24、, so that help students understand themselves, build confidence.2.3 Students' All-round Development NeedsThe English Steering Committee in the "Basic English for the 21st Century" report pointed out: "English quality will be in addition to gender, ethnic and other factors affectin

25、g the employment and income of citizens is another important factor in the United States. "With the popularity of high-tech achievements, the future information society citizens should have the following English literacy: (1) English communication skills. (2)awareness of applied English (3) the

26、 ability to solve the problem, that is “English modeling ability”. (4) master the way of thinking in English. In the high-tech information society, a person can use the English mind to think about the various problems, that is considered to have good English quality.3.Literature TheoryIn this chapte

27、r, we will briefly introduce some theories or definitions and the stage of development about the multimedia in the rural junior middle school.3.1 A brief introduction to the definitionMultimedia plays an important role in studying English. But there are still some people on the concept of the media,

28、 multimedia, multimedia technology and multimedia teaching are relatively vague. The following is an introduction to these concepts or definitions.3.1.1 MultimediaMultimedia (Multimedia), composed of multiple and media complex, literally, generally understood as a combination of multiple media. Xu Z

29、hijian (2010: 6) in the "multimedia foreign language teaching theory and methods" cited two computer domain multimedia definition, one is APPLE company Wollaston definition: "multimedia is the text, graphics, animation, video and audio information, computer It is the glue that connect

30、s them. " The other is Sun Microsytem's definition of Jeef Morgam: "Multimedia is a combination of knowledge and creation of traditional computer media - text, graphics, images and their analysis (video) and audio and information exchange." As we all know, in the computer field, t

31、he definition of multimedia is more consistent, are clearly stressed the indispensable role of the computer. However, in the field of foreign language teaching in China, the definition of multimedia is still vague, can not tell the "multimedia, traditional multimedia, multimedia multi-media and

32、 multimedia technology" concept, there is indeed a matter of fact.Multimedia contains two meanings. The first layer, refers to the traditional multimedia, which is a variety of media synthesis; the second layer, refers to the computer multimedia. Computer multimedia is text, graphics, images, s

33、ound, animation, video and other single, one-way media through the computer technology for digital processing to single or multiple synthetic, one-way or human-computer interaction form of information media. Multimedia is one of a variety of media. Binary digitization is the distinguishing point of

34、computer multimedia and traditional multimedia.3.1.2 Multimedia TeachingThe computer multimedia teaching refers to the teaching in accordance with the requirements of teaching dynamic, organic use of computer multimedia teaching activities with integration, dynamic, controllability, interactive, net

35、work and other characteristics, is a variety of media teaching of a kind. At present, computer multimedia teaching belongs to the teaching and has two main modes: centralized control of teachers and common control of teachers and students. And most of the multimedia teaching in townships and middle

36、schools belongs to the centralized control of teachers. The hardware is composed of micro-multimedia computer system, projector and large screen. The software is composed of graphic window operating system, courseware making system, office software and graphic software , audio and video software and

37、 other components, the operation method by the teacher centralized control, students through the screen to show the content and teacher interaction. After development, in the next few years to achieve the screen from the white cloth screen to the development of electronic whiteboard, to increase the

38、 interaction between teachers and students. On behalf of the more advanced multimedia model is the common control of teachers and students, teachers and students a high-speed Internet connection of high-profile multimedia computers on hardware, such as notebooks, touch-screen large-screen Tablet PC,

39、 a variety of electronic products, multimedia computer. The use of electronic classroom software, centralized control, textbooks, resource library, display, practice, test, assistant, interactive, virtual, network connectivity and other functions as a whole, is a pure digital teaching mode. The typi

40、cal application of the common control of teachers and students is the "computer-aided language teaching" prevalent in foreign language teaching in colleges and universities, namely CALL. As the teachers and students of the common control of multimedia teaching model of the government finan

41、cial resources, teachers and students of the computer application ability, the students have a higher self-control requirements, so in the basic education stage has not been able to expand a large area.3.2The Stage of Development about the MultimediaThe first stage is the eighties to the mid-ninetie

42、s, the multimedia applied to the study of English disciplines in the basic audio-visual software and other traditional multimedia materials understanding and introduction. At this stage, people in the role of multimedia in English teaching has become more and more profound understanding and experien

43、ce.The second stage is the mid-nineties to the beginning of this century, the study from the traditional multimedia to computer multimedia, the content of the study has experienced a change from the role of teachers in the multimedia environment, student learning mode conversion, and then the use of

44、 specific teaching development of. At this stage, excellent English education software is also gradually developed.The third stage is the reflection and reconstruction of language multimedia in recent years. With the gradual application of computer multimedia in rural middle schools, the application

45、 of multimedia in rural junior middle school English teaching is also relatively developed. Some teachers have found that multimedia in rural middle school English classroom there are many problems, such as: multimedia facilities simple; teachers operating capacity is relatively weak; multimedia equ

46、ipment has become a display, only in the open class when the multimedia-assisted teaching. With the multimedia in English teaching shows the superiority of the township junior high school teachers began to pay more attention to the application of multimedia, multimedia applications began their own t

47、raining and the use of capacity improvement. So far, teachers, students, schools gradually realized the importance of multimedia teaching and the need to achieve a certain development. The effect of multimedia-assisted instruction has also been improved. However, the current number of multimedia app

48、lications in rural junior high school English teaching less, narrow range. China's rural areas and its vast distribution, such as Li Quan County, Shi De Middle School and Shaanxi Province, separated from the countryside and economic and educational development is not balanced, the multimedia in

49、the junior high school English teaching application survey also need to be further developed. This will need to widen the scope of the study so that the results of the study are closer to the realities of the township middle schools, and provide a more effective basis for the application of multimed

50、ia in the teaching of township English in China, and the problems in the use of junior middle school English teaching To find and analyze, and put forward some corresponding measures and feasibility recommendations, in order to promote the development of China's township multimedia teaching, whi

51、ch is the fundamental starting point for this study.4.Investigation of the Multimedia in the Rural Junior Middle SchoolThis chapter is the focus of this paper, the author mainly uses the questionnaire to discover the problem about the application of multimedia in rural junior middle school English t

52、eaching.4.1Questionnaire ImplementationThis study was conducted in Shi De middle school from November in 2016 to March in 2017.It was to investigate the application of multimedia in Shi De middle school English teaching. This questionnaire was mainly about English teachers and students. We first mad

53、e a questionnaire containing 10 questions for English teachers and 8 questions for students to investigate the multimedia condition of service. There are altogether 10 middle school English teachers and 116 middle school students involved in this study, and students are in grade seven, eight and nin

54、e. The questionnaire totally received 126 shares, the effective recovery has 120 shares.4.2The students Result of InvestigationThere are eight questions to illustrate the present condition of multimedia among the rural junior middle school students:(1)The frequency of multimedia teaching used by Eng

55、lish teachers in the classroom.(2) Which do you prefer about multimedia teaching and traditional teaching?(3)Your adaptation to multimedia teaching.(4)Does the use of multimedia enhance your interest?(5)What measures will be taken when using multimedia lectures?(6)What are the disadvantages of multi

56、media teaching.(7)How do you feel about the use of multimedia in class.(8)Are you satisfied with the present multimedia equipment. Percentage of the eight questions are as following:From the table, we can find some chief problems. For example, students adaptation to multimedia, promotion of students

57、 interest and performance of students in the classroom. However, with the continuous renewal of the new curriculum reform, students gradually have adapted to the multimedia teaching mode. At the same time, compared with the traditional teaching mode, students prefer multimedia teaching or the c

58、ombination of traditional teaching and multimedia teaching. It is largely obvious that multimedia teaching improves the students interest for studying English .But there are still some students think that multimedia teaching is too fast to impress. In addition, the teachers mastery of the multimedia

59、 teaching is not high, which leads to the dull atmosphere in the classroom. Last but not least, almost half of the students are satisfied with the current multimedia facilities. But there are still some students on the contrary. They are not satisfied with the current teaching facilities. The rural

60、junior middle school has a few multi-media classrooms due to the poor economic condition. And because of the lack of use for a long time, the teaching facilities are in backward state. The teachers even never use multimedia to teach. In this way, as time went by, some students think that multimedia teachin