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多媒体教学在大学英语教学运用中越来越广泛。它对高等教育的品质起到了很大的作用。填鸭式教学法已经不能满足英语教学的有效性。我们应该改变我们的教学观念，要意识到它作为一种教学方式并不客观。因此，我们可以利用合理当代教育技术来实现大学英语教学目标。
联合国教科文组织提出的21世纪教育的四项主要内容为：新一代应该要学会求知，学会做事，学会共处，学会生存。根据教育部门提出的有关大学英语教学的要求，教学目标为培养学生利用英语的综合能力，特别是听力和口头表达能力。同时，我们要提高他们的自学能力和综合文化素质来适应国家经济的发展和国际交流。
Abstract: Multimedia teaching method has been used in college English teaching widerand wider. It has contributed a lot to higher teaching quality. Chalk and Talk teachingmethod is not enough to teach English effectively. We should change our teaching ideasand recognize its impersonal attribute as one kind of teaching method. Thus we canutilize modern education technology reasonably to fulfill the target of college Englishteaching
KEY-WORDS: Multi-Media, English Language, English Teaching, Language, Teaching, Teaching Method.
INTRODUCTION介绍
The four main contents of the 21st century's education brought forward by UNESCO (UnitedNations Educational, Scientific, and Cultural Organization) are: the new generation should learn how to know; learn how to do; learn how to live together; learn how to be. According to the college English teaching requirement constituted by Ministry of Education, the teaching target of college English is tocultivate the students' comprehensive capabilities to use English, especially the listening comprehensionand oral expression ability. At the same time, we should enhance their self-study ability and comprehensivecultural qualities to meet the need of our country's economic development and international exchanges.
DEFINITION定义
Multimedia is the exciting combination of computer hardware and software that allows you tointegrate video, animation, audio, graphics, and test resources to develop effective presentations on anaffordable desktop computer.
PROBLEMS FACED DURING THE ENGLISH LANGUAGE TEACHING CLASSES在英语教学中面临的问题
1. The Current Status of Multimedia Teaching Method in College English Teaching现如今在大学英语教学中多媒体教学方法的地位
College English teaching is to set up a harmonious and high-effective teaching atmosphere in theEnglish class to make students take part in the practice. Thus we can cultivate their listening, speaking,reading and writing abilities, which are the final teaching aim—developing the students' Englishintercommunicative ability. Here we have some questions. What is missing in our college English class?What do we want most? What is the most difficult? What problem do our teachers want to solve when usingmodern information technology? Of course, the answer is not the grammar, nor the word differentiation, but the real language and the real language atmosphere. Because of the powerful functions of the computer,multimedia teaching method has many advantages such as modularization, intelligence and networkingwhich will be very helpful to college teaching method. The interaction and intelligence of the multimediacourseware become good medicine for mute English students. With the powerful functions of themultimedia computers, students can talk with the virtual characters set by the computer. At the same time,students can correct their own mistakes according to the judge of the computers, which is beneficial toimprove their ability of communication.
SIGNIFICANCE IN MULTIMEDIA TEACHING多媒体教学的意义
2. Relationship between the Qualities of the College English Teachers and Multimedia Teaching大学英语教师的品质和多媒体教学之间的关系
The time when computers have become popular in China is not long, so the college Englishteachers haven't used them for a long time. Many young teachers can use them by training or self-study.They are lecturers or bachelors and they have very short teaching experiences. All the above restrict themultimedia teaching method from becoming popular in college English teaching. Moreover, many men ofinsight have realized that our country should make innovation to the College English Test Band 4 and Band6 because these exams have affected the normal English teaching. After doing that, teachers can be moreactive in the teaching and carry out effective quality education. Otherwise the product of oureducation—the students, will become incompetent with high scores.
SCOPE AND LIMITATIONS 范围限制
3. Misunderstandings and Disadvantages of Multimedia Teaching in College English Teaching大学英语教学中对多媒体教学的误解和其缺点
Constructivist learning theory thinks that learners can't get real knowledge by being taught, but byconstructing meaning under a certain social cultural background with others' help. Of course, necessarystudy material is needed. Under constructive study environment, teaching design should include not onlythe teaching target analysis but also creating a certain scene suitable for learners to study. We can say thatmultimedia teaching method is brought to bear in college English teaching and become a good tool ofcreating such a study scene. But it's a pity that in actual teaching college teachers have somemisunderstandings to multimedia English teaching.
3.1 Teachers attending to trifles and neglecting the essentials, and English classroom becoming ademonstrating hall of computer functions
In order to prevent the students' taste tiredness, teachers have made great efforts to design flowery and fancycourseware, but they have neglected the cognitive laws. They didn't consider these factors very well such asteaching aim, teaching object, teaching content and teaching measures. Students roam about in thecourseware, and teachers press the mouse on the platform ceaselessly. There is no essential distinctionbetween such kind of class and traditional teaching; sometimes the former is not as good as the latter.
3.2 Teachers depending on multimedia teaching method excessively and neglecting its auxiliary teachingfunction
In English teaching, some teachers adopt multimedia teaching method without exception no matter whatthe teaching contents are. They haven't realized that multimedia teaching method is only an auxiliary one,and it is not the whole of the college English teaching.
3.3 Some teachers being impercipient to multimedia teaching method
Because the change of teaching ideas couldn't be finished in one day, some teachers are impercipient to thecourseware. Influenced by the traditional habits and ideas, they use old bottles for new wine and put all thestudy material into the courseware. So their courses lack persuasion and the qualities are not so good.
METHODOLOGY IN TEACHING MULTIMEDIA多媒体教学的方法论
4. Some Suggestions on Multimedia Teaching in College English Teaching
4.1 Teachers should change their ideas of using multimedia teaching
The modernization of teaching media is not equal to teaching optimization. The determinant ofteaching optimization doesn't rely on using whichever media but the education conception. An educationistsaid: “If a teacher uses undeveloped teaching idea and methods even though he uses modern teachingmedia, we can say that the students are infused by teacher and computer together instead of teacher.” Nomatter how powerful the modern education technology is, it is only a kind of technology, and it onlyprovides a kind of possibility. It isn't catholicon for all the diseases and we can't depend on it excessively,otherwise we will lose go-aheadism. We should scan each role of teacher and students in class again.Students are the main body and teachers are mentors. The reason why a good teacher teaches well is that hecan inspire the students' strong study desire and arouse their study interest. Even though this is still theteaching of a teacher, it is different essentially. The essential difference is that a good teacher hasconcretized his teaching into the students' study. So we can draw a conclusion that the change of a teacher'sidea is far more important than a kind of teaching method.
4.2 We should devote major efforts to developing multimedia teaching mode based on networkcircumstance
With the popularity of computers and the continuous development of English teaching software,multimedia teaching mode based on network circumstance will certainly become the main teachingmethod of college English teaching. The former teaching method depends on a book, a piece of chalk and atape recorder, and the teacher's main teaching aim in class is to impart language knowledge. Nowadays,English teaching based on network circumstance brings the advantage of network into full play, and its'main aim is to impart language knowledge, Study methods and application skills. So the students' interest ofself-study English will be strengthened, their ability of speaking and listening to English will be alsoheightened.#p#分页标题#e#
STATISTICS OF THE DATA数据统计
From the questionnaires statistics of data is mentioned below:
(71.5%) students consider that multimedia courseware can increase the input quantity of targetlanguage; (28.5%) consider that it cannot. (68%) students consider that multimedia teaching can improvetheir study interest; (32%) consider that their study interest has not been improved. (78.5%) consider thatmultimedia teaching can improve their innovative sense; (21.5%) students consider that it cannot. (60.5%)students consider that multimedia teaching can develop their abilities of exploring learning; (39.5%)consider that it cannot. (46%) students consider that there is a good effect to use multimedia courseware tohave lesson; (41.5%) students consider that the effect is common; and (12.5%) students consider that theeffect is not good. (44.5%) consider that the aim of using online multimedia courseware continuously isconsolidate the classroom
knowledge after class; (67.5%) students consider that its aim is reading the other correlativematerials in internet subjects; (63%) students consider that its aim is to look for more correlative knowledgeactively; students consider that its aim is to learn analyze and sum up the materials and to improve thecapacity of handling information; and (14%) students have other aims. (34%) students consider thatclassroom teaching and learning to use multimedia courseware and internet courseware should focus ondeveloping students' memory abilities; (63%) students consider that it should focus on developing students'analysis abilities; (43.5%) consider that it should focus on developing students' imagination abilities;(58.5%) students consider that it should focus on developing students' creation abilities; (19.5%) studentsconsider that it should focus on developing students' other abilities. Through multimedia teaching, (29%)students discover that they have trained and improved their abilities to new lessons in autonomic learning;(61%) students discover that they have trained and improved their abilities in searching, processing,dealing with and communicating information; (39%) students discover that they have trained and improvedtheir abilities in analyzing, handling and solving problems; (44.5%) students discover that they have trainedand improved their abilities in autonomic learning; (22.5%) students discover that they have trained andimproved their abilities in creation; (9%) students discover that they have trained and improved theirabilities in other aspects.
CONCLUSION结论
In a word, multimedia teaching method belongs to computer-aided instruction in substance, andwe can heighten efficiency substantially, which is a kind of trend. We should make best use of its advantagesand bypass its disadvantages. Of course it can't replace all other teaching methods and we can apply severalmethods together in one class. Only under the background of quality education can we use advancededucational theory and we can fulfill the target of college English teaching by utilizing modern educationtechnology reasonably.
RECOMMENDATIONS建议
First, the choice of appropriate computer software that fits into the setting of a multimedia lab isone of the keys to success. They are still very helpful teaching tools in a multimedia lab. However, themedium of teaching ought to go along with the computers. The other dimension that should be taken intoconsideration is that the teaching tool is also different in a multimedia lab. Chalks and blackboard areobsolete. The computer is the most appropriate teaching tool in a multimedia lab. Accordingly, usingcomputer software in a multimedia lab should be fun and interactive.
Second, orientation is import. The problems come from two aspects. One is the computer softwareitself. One extra job that students have to do is to learn how to manipulate the computer software. For thefirst few weeks, students have to become familiar with the manipulation of the computer software so thatthey can begin to make use of the software. Teachers should be aware of the possible frustration resultingfrom the unfamiliarity of computer software. The student's difficulties in the manipulation of the softwareusually undermine the students' interest in the class. The computer software is completely new to students.Consequently, negative interactions between students and the computer proved to be very frustrating formost students.
Finally the teacher assistance should help them smooth out the difficulty and they will be very gladto engage in all communicative activities based on the computer software. In a multimedia lab, themanagement demands not only the fundamental knowledge of computer, but also the advanced theknowledge of computer, which is almost impossible for the majority of English teachers. In other words,you need to be familiar with the computer software you are using in the class, answer students' technicalquestions, and diagnose the temporary shut-down of computer. In comparison with the work in a traditionalclassroom, managing a conversation class under the communicative framework in a multimedia lab isrelatively demanding.
REFERENCES参考文献
Adair-Hauck, B., Willingham-McLain, L., & Youngs, B. E. (1999). Evaluating the integration oftechnology and second language learning. CALICO Journal, 19(2), 269-306.
Ahmad, K., Corbett, G., Rogers, M., & Sussex, R. (1985). Computers, language learning, and languageteaching. Cambridge: Cambridge University.
Alatis, J. E. (1986). Technology is good, but humanity is better. CALICO Journal, 3(4), 6-10, 48.
Chapelle, C. A. (2001). Computers applications in second language acquisition: Foundations for teaching,testing and research. Cambridge: Cambridge University Press.
Darhower, M. (2002). Instructional features of synchronous computer-mediated communication in theintermediate L2 class: A sociocultural case study. CALICO Journal, 19(2), 249-278.
Donaldson, R. P., & Kotter, M. (1999). Language learning in cyberspace: Teleporting the classroom into thetarget culture, CALICO Journal, 16(4), 531-557.
Fleta, B. M., Sabater, C. P., Salom, L. G., Guillot, C. P., Monreal, C. S., & Turney, E. (1999). Evaluatingmultimedia programs for language learning: A case study. ReCALL, 11(3), 50-57.
Gass, S. M. (2003). Input and interaction. In C. J. Doughty & M. H. Long (Eds.), The handbook of secondlanguage acquisition (pp.224-255). Malden, MA: Blackwell Publishing Ltd.
Goodwin-Jones, B. (2004). Emerging technologies, language in action: From webquests to virtual realities.Language Learning & Technology, 8(3), 9-144
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