大学英语多媒体教学-文学学士毕业论文.doc

Abstract

As more and more schools introduce multimedia tools, multimedia teaching tends to be the main teaching mode in college English teaching. Multimedia not only makes a feature of combination of sound, video, graph and text, but also makes the communication interactively. It can meet students’ requirement of the all-round development in listening, speaking, reading, writing and translation. Teachers use it in English teaching to enhance students’ comprehensive ability to use English. At present, as an advanced teaching mode, multi-media English teaching has been widely used by English teachers. This paper aims to study the effect of multimedia teaching on college students’ English learning, the use and significance of multimedia teaching in college English, and the problems which may exist in the process of using multimedia teaching. Through this paper, we can know the advantages of multimedia teaching, and distinguish multi-media teaching and ordinary teaching. And then foster strengths and circumvent weaknesses to choose the correct way to teaching, and help teachers and students to have a better understanding of multimedia teaching.

Key words: college English, multimedia teaching
中文摘要

随着越来越多的学校引进了多媒体工具，教学模式更多的开始趋向于多媒体教室的教学。多媒体具有声、象、图、文并茂、易于互动交际等特点,将其用于英语教学中，能满足学生听、说、读、写、译全面发展的要求，从而提高了学生应用英语的综合能力。目前多媒体英语教学作为一种先进的教学模式已经被广大英语教师广泛认可并使用。本文旨在研究多媒体教学对大学生英语学习的影响，大学生英语多媒体教学的使用和意义，以及在进行多媒体大学英语教学过程中需要注意的问题。通过研究此题，可以明确多媒体教学的优势，区别多媒体教学与普通教学并扬长避短选择正确的方式进行授课，帮助学生和老师更好的了解课堂教学。

关键词：大学英语；多媒体教学

1. Introduction
At present, it’s an Information Time with the rapid development of technology. Multimedia technology is widely used in all kinds of fields in our society. The word “multimedia” is a compound word of “multiple” and “media”. It contains many kinds of media that combine media with communication (text, graphics and sound etc.). Multimedia is a comprehensive integrated information resource, which can be used to achieve dissemination of information in many media resources.
Multimedia teaching means using teaching media with both modern teaching methods and traditional teaching methods in the teaching process (Jessica E. Zimmer, 2003). All members are supposed to take part in the whole teaching process. Multimedia teaching uses various media information in teaching, and also establishes a reasonable function in the teaching process to make a better teaching effect. Multimedia teaching was first used in the 1980s, and then has been widely used since the 1990s.
Multimedia teaching has great significance in college English teaching. In traditional English teaching mode, most students are good at reading and writing because of a great deal of exercises, while their listening and speaking are not so good (Lv Huifang, 2003). However, multimedia teaching with various teaching methods can enrich all kinds of courses such as the listening and speaking class. The purpose of college English teaching is to enhance students’ ability of listening, speaking, reading and writing in order to strengthen their abilities to use English. Multimedia method of college English teaching not only inherits the advantages of traditional teaching, but also complies with the requirements of college English teaching.
2. Comparison between Traditional and Multimedia Teaching

There are two main kinds of teaching methods in college English teaching. One is traditional teaching mode; the other is multimedia computer-dominated method.

2.1 Traditional teaching mode
Though more and more teachers tend to use multimedia tools in college English teaching, traditional teaching mode will still exist for a long time with multimedia teaching mode, because it developed from traditional teaching and it is still based on traditional teaching.
Traditional classroom teaching mode is a “teacher-centered” pattern of classroom teaching. The main theoretical foundation is the American education psychologist Ausubel’s theories on “learning and teaching”. It mainly includes three aspects: “Meaningful Reception Learning Theory”, “Advance Organizers Teaching Strategies” and “Motivation Theory” (1968).
Traditional teaching mode is mainly based on teacher-oriented pattern, so the main part is the teachers, and they usually use the traditional measures to accomplish specific content of courses. This may lead students just accept what the teachers teach. The performance is that teachers read and do blackboard writing while students listen and take notes without thinking. Students learn from teachers, books and theories. The advantages of traditional teaching mode are: teachers express their leading role obviously; teachers can organize and manage the teaching process easily; teachers can improve the teaching efficiency and play a significant role in the growth of the students. The disadvantages are obvious. The key disadvantages are that students in the whole teaching process gain the knowledge passively, and their initiatives are neglected. Apparently, this mode can not meet a criterion for personnel training in modern society.

2.2 The superiorities of multimedia teaching
As a new teaching method, multimedia teaching can make up for the deficiency of traditional teaching mode. Its superiorities are excitability, versatility and flexibility.

2.2.1 Excitability
Multimedia teaching may stimulate students’ interest, initiative and self-learning ability. Multimedia teaching with eyes looking, ears listening, mouth speaking, hands writing, brains keeping in mind makes English class more vivid, interesting and lively, which could therefore stimulate students’ interest in learning, improve class efficiency and achieve a more satisfactory teaching results. And then students can meet the need of our country’s economic development and international exchanges.

2.2.2 Versatility
Multimedia teaching can cause the abstract question visualization, be direct-viewing. Teachers can break through the key point and the difficulties while teaching. Through the multimedia teaching, teachers may improve the classroom instruction quality and raise student’s comprehensive quality. With pictures, sounds and animations, multimedia teaching can provide a lot of dynamic implicit information associated with linguistic factors, such as cultural background knowledge, exotic customs. In terms of scientific survey, through audio-visual education, people can remember 15% through listening only, 25% through watching, and 65% by combining listening and watching. That means multiple method is better than the single one. Multimedia teaching is such a multiple mode that it can supply various resources in several fields as listening, speaking, reading and writing.

2.2.3 Flexibility
Multimedia teaching helps teachers to teach knowledge by different tools (word, ppt., video, etc.), and to teach students in accordance with their interests. It helps to create a pleasant communication environment that students can experience the real situation of using English and develop their cross-cultural awareness and ability. Besides, it plays a positive role in the area of developing English teaching resources, widening study outlets, enlarging the classroom teaching capacity, improving study methods, developing students’ thinking abilities, and raising teaching efficiency.
The purpose of English learning literally lies in the use of the language. If the students only emphasize learning the language instead of using it, then the purpose is lost. Multimedia could associate language with images. Through multi-sensory stimulation in learning process, the students will have access to more information.
To sum up, both traditional teaching and multimedia teaching have their own advantages, but the latter meets the requirement of modern teaching more than the former. It saves teachers’ time and energy so that teachers can prepare and teach better. It also improves students’ skill of using English.
3. Application Mode of Multimedia Teaching in College English

3.1 Classroom teaching mode
In classroom teaching mode, teachers pass on the audio-visual materials to students by using multimedia technology. Due to the application of multi-media computers, classroom teaching can be visual and audible through which students can accept the information from teachers with microphone for communication. This mode enables teachers to organize teaching process well, so teachers can accordingly evaluate and analyze students’ learning performance in certain subjects in order to improve their teaching.

3.2 Cooperative learning mode
Johnson Brothers(in the mid of the 1960s) of University of Minnesota Cooperative Learning Center believe that cooperative learning used for teaching small groups enables students to participate in common activities in order to maximize the promotion of themselves and others in the process of learning. Cooperative learning, on one hand, consists of the cooperation between students themselves, which is the main aspect; on the other hand, it also involves the coordination between teachers and their students.
Because every student has an equal opportunity to speak and communicate, it requires that everyone should have the right to learn about the content of a certain understanding. Therefore, students must learn to self-study. Through self-studying, except for the new content students have known, students can deal with difficult problems by group discussions, to express their own views, and to share their feelings about English learning. Through cooperation, students may solve the difficult problems they’ve encountered in the process of self-learning. As a result, everyone will reep different benefits from the classroom.
However, as the basis of the students’ thinking is not the same, neither is the degree of self-understanding of different objectives. Students in the process of cooperative learning can solve most problems, but students would certainly encounter knotty problems, which require further enlightenment from the teachers. Usually teachers’ proper inspiration of "asking" and "answer" from students can solve the problems. Such cooperation and exchange will not only enhance the students’ good habits of independent learning, but also promote the multi-dimensional communication between teachers and students.

3.3 Autonomous learning mode
Autonomous learning refers to an individual behavior in the learning process of individual initiative and positive learning. The basic idea of self-learning model is the student-centered pattern, and with full respect for student autonomy. It means students can choose the time and place by themselves when they learn. In this sense, the independent learning can be divided into three aspects: First, learners make advanced planning and arrangements of their own learning activities. Second, learns know the supervision, evaluation and feedback of their own actual learning activities. Third, learners adjust, correct and control their own learning activities (Chen Jialu, 2009).
The simplest self-learning classroom is by fitting on the self-learning system in the multimedia classroom computer terminals. It is based on the computer as the primary teaching method, using Campus Network to upload the network teaching, learning system and various kinds of learning resources. Students on campus network at any point, on the prep time can preview, review, test and other learning activities. Students can also upload homework or overlook teachers’ opinion of homework. Teachers can get feedback according to students’ learning progress, and then make a suitable proposal.
Autonomous learning mode is mainly stimulating the intrinsic motivation of learners to foster self-learning ability of learners. Its advantages are: the initiative learning of learners, flexibility of learning process, independent study and a strong student-centered learning. The students in autonomous learning are always active, and can take the initiative to acquire knowledge then truly become the masters of learning. As not only a learning ability but an effective way of learning, self-study is conducive not only to improve students’ performance, but also their life-long learning and self-development.

3.4 Network learning mode
With the development and application of computer network technology and multimedia technology, web-based learning furnishes students with autonomy, individual and creative learning space atmosphere, in which student-centered, resource-based discussion of new teaching methods can be achieved (Wang Yinghua, 2001). This plays an important role in students’ knowledge acquisition, emotional communication, cooperation skills training and improvement of practical skills. Therefore, the multimedia network teaching mode and its application have the extremely vital significance for teaching.
In network learning mode with scenarios, providing consistent learning needs of the external stimulus, students can actively interact with the external environment, so that the assimilation and adaption process of cognitive structures can occur and be complete.
The greatest advantage of network multimedia classroom is that each student has access to wealthy teaching resources. Such resources can be provided by teachers, and also can be stored in the resource database, to search the information learners need. Another way of network learning mode is to learn with other students through the Internet. Usually students can use the form of web conferencing, e-mail, and electronic bulletin boards to communicate and that can provide an environment for students to communicate in English.
Network learning model, as a modern learning form of information, can be seen as the result of technology’s function of education. It becomes positive, and can be reformed from the whole society in the new digital process and the historical opportunity.

3.5 Entertainment learning mode
The development of information technology in education makes education more vivid, rich and colorful. The educational game teaching strategies (such as role play, dubbing) usually assist to achieve the teaching goal, and to meet the learning needs of students both inside and outside class.
Entertainment learning mode is to use some of the teaching software, with the function of entertainment, to let students do listening and speaking training with the software. It makes the boring training process become a form of game and puts the student in a relaxing environment to learn, through which it can greatly enhance the students’ learning initiative and creativity.
The entire classroom teaching activities must be designed and organized according to teaching targets and classroom games is no exception. The game must be closely related to teaching and teachers should take full consideration to the emphasis on difficulties of teaching and other teaching requirements. Game teaching method can directly affect students’