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多媒体教学在高中英语口语教学中的应用研究

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Chapter One Introduction

  This chapter briefly showcases an introduction to the whole thesis which consists of research background, significance of the study, and the structure of the study.     1.1 Research Background  As we all know , English has played a vital role in both the teaching and learning of  middle  school  curriculum  in  china  since  its  formal  establishment  in  1950.After entering  into  the  21st  century,  those  basic  aspects  within  this  specific  language  are distinguished  and  studied  in  more  details  and  much  more  widely,  which  consist  of listening,  speaking  ,reading  and  writing.  Among  them,  Jeremy  Harmer  points  out,“listening  and  reading  are  the  receptive  skills,  while  speaking  and  writing  are  the productive skills”(60). According to most English teachers’ daily teaching practice, much attention is paid to the writing, listening and reading skills as they can in return contribute  a  lot  to  the  test  scores  in  the  College  Entrance  Exam.  However,  the conventional  spoken  English  test  afterwards  seems  to  be  pointless  because  nearly everyone  can  pass  it  successfully,  simply  by  reading  a  given  reading  material  and answering several short questions accordingly without any authentic context designed. As  a  consequence,  many  high  school  graduates  become  speechless  facing  a  native speaker  accidentally  in  an  interview  or  in  the  street  and  even  some  of  them  go completely blank.   ..........   1.2 Significance of the Study As it is evident that multimedia teaching greatly improves teaching efficiency and arouses  students’  interest  after  applying  it  into  conventional  English  teaching. Governments,  education  authorities  and  schools  have  all  made  major  investments  to provide  schools  with  computer  equipment  (Pelgrum,  2001).  Furthermore,  many  local educational  bureaus  spend  a  great  sum  of  money  in  equipping  middle  schools  with advanced  multimedia  facilities.  By  2001,100,000  Chinese  secondary  and  elementary schools had attempted to integrate new technologies into existing classroom practices, involving 50million students, 3 million computers and 150,000computerized classrooms (Huang,  2001).  Taking  DJY  as  an  example,  after  the  2008  Wenchuan  Earthquake,  all the public schools are well equipped with modern multimedia teaching facilities. To be specific,  its  appearance  provides  a  new  era  for  the  teaching  of  spoken  English, transferring  the  traditional  boring  teacher-centered  teaching  methodology  into  vivid teaching scene.   But  we  ought  to  be  aware  that  multimedia  teaching  does  not  mean  the  final perfection and there are plenty of potential problems within itself. Thus, how to apply it appropriately  is  worth  studying.  As  we  all  know,  there  are  many  objective  and subjective  factors  leading  to  students’  poorness  in  this  kind  of  teaching  of  English. Among  them,  many  researchers  agree  with  the  cognitive  overload.  According  to Richard  E.Mayer&Roxana  Moreno  (2003:45)  “Let  us  consider  what  happens  in multimedia  learning,  that  is,  a  learning  situation  in  which  words  and  pictures  are presented. A potential problem is that the processing demands evoked by the learning task  may  exceed  the  processing  capacity  of  the  cognitive  system  --a  situation  we  call cognitive  overload”  .What’s  more,  the  teachers’  speaking  with  their  own  accents  ,not standard  pronunciation  ,computer  skills  training  or  misleading  illustrations  should definitely  affect  the  development  of  students’  spoken  English.  And  the  application  of appropriate multimedia teaching can at least solve the problems of the lack of standard English pronunciation. On the one hand, in the previous time, many relevant researches and scientific experiments on the feasibility of multimedia application in the teaching of spoken  English  have  greatly  enhanced  the  students’  spoken  comprehension.  While  on the other hand, we have to admit that there are still some problems existing in both the teaching and learning of spoken English.  ...........   Chapter Two Literature Review    Chapter  two  helps  to  reflect  on  the  development  of  Multimedia  Teaching, including  its  origin,  universal  definition  and  main  forms  as  well  as  its  status  in  the history  of  language  teaching.  In  addition,  it  also  deals  with  the  pros  and  cons  of Multimedia Teaching at home and abroad, and the great value of its related applications is widely concerned in modern china.     2.1 Introduction to Multimedia Teaching and Learning  As one of the advanced and most valued teaching methods, multimedia teaching has  long  been  adapted  into  the  teaching  classroo{代写论文就找www.haolw.com好论文网}m to facilitate the teaching efficiency and  in  return,  it  can  be  able  to  enhance  the  mutual  learning  for  both  the  students  and teachers. In terms of the definition, it is universally agreed that Multimedia Teaching refers to  the  one  that  processes,  edits,  stores  and  shows  two  or  more  types  of  information, merging the visual image, image, sound system in different levels.  Furthermore, Multimedia Teaching is looked on as a complicated technology but widespread  in  society,  and  many  schools  have  installed  multimedia  language  labs, renovating the previous visual system and improving  the  teaching  situation  as  well  as promoting  the  reform  process  of  English  Teaching,  which  is  composed  of  hypertext, image, flash, sound medium, word processing, data manipulation, presentation software and network communications to process and control English teaching.  ..........   2.2 Theoretical Framework  The  following  contents  will  be  involved  in  some  supporting  theories  about teaching methodology, including the famous constructivism raised by Jean Piaget from Swiss and the multiple intelligence put forward by psychologist Howard Gardner. As one of the globally accepted theory, the constructivism was first put forward by  the  well-known  educator  and  psychologist  Jean  Piaget  from  Swiss,  whose  basic theory is made up of mainly three aspects, assimilation, accommodation and balance. It is aimed at enhancing students’ logical and conceptual growth, and encouraging people to produce knowledge and form meaning on the basis of their past experiences.  Specifically, assimilation refers to the fact that individuals learn to melt the new acquired knowledge into their own knowledge base, allowing them to rethink what were once misunderstandings and evaluate what is vital for future study now. In other words, he  insists  that  study  has  sociality  and  knowledge  is  supposed  to  be  constructed  by communication  and  cooperation  between  individuals  or  peers.  Secondly, accommodation is rebuilding the entire world and new learning experiences into mental capacity. Individuals gain any form of cutting edge advances from the realistic modern world.  On condition that things don’t appear to be in accordance with the context, they must accommodate and reframe the expectations with relevant consequences.  ..........   Chapter Three   Research Methodology ......... 14      3.1 Research Problems.........14     3.2 Research Subjects........15  3.3 Research Instruments .... 18  3.3.1 Questionnaire ........ 19  3.3.2 Interview ....... 20  3.4 Methods of Data Analysis ..... 22  3.5 Research Procedures .... 22  3.5.1 Distribution and Collection of Questionnaire .... 22  3.5.2 Implementation of Interview .... 23  3.5.3Implementation of Test .... 23 3.6 Data Collection and Analysis ......... 24  3.6.1 Data Collection and Analysis of Questionnaire .......... 24  3.6.2 Data Collection and Analysis of Interview ........ 27  3.6.3 Data Collection and Analysis of Paper Test ....... 30  Chapter Four Findings and Discussion .... 33  4.1 Findings ..... 33 4.2 Discussion ........... 35  Chapter Five Conclusion ....... 37  5.1 Implication of the Study ....... 37  5.2 Limitation of the Study ......... 38  5.3 Suggestions for the Study ..... 38    Chapter Four Findings and Discussion   The detailed analyses and discussions are presented in the last chapter in which the author will further explain the theoretical implementation of the data.     4.1 Findings  According to the previous research, we can safely come to the conclusion that with the  assistance  of  multimedia  teaching,  students’  attitudes  towards  learning  spoken English can be highly motivated during the concrete teaching practice. What’s more, it can also definitely improve students’ autonomous learning ability and spoken English.Overwhelmingly,  the  students  that  participate  in  the  experiment  have  really uneven  levels  of  English  as  well  as  different  motives  of  learning  English.  In  order  to have  a  much  clearer  command  of  their  attitudes  towards  learning  spoken  English,  an appropriate questionnaire is bound to take place, from which we can better carry out the following teaching plan. In  the  aspect  of  the  change  of  study  methods  and  habits  after  the  application  of Multimedia  Teaching,  as  stated  in  question  11,  over  64%  of  them  start  to  imitate  the intonation and accent of the tapes and videos, which is quite an optimistic phenomenon on  the  road  of  improving  their  spoken  English.  Although  not  many  of  them  want  to make  some  PPT  in  their  future  duty  report,  they  can  absolutely  learn  the  advantages while  appreciating  another  23%  presenting  the  duty  report  using  some  advanced  teaching  technologies.   ..........   Conclusion   As this is the final chapter, it deals with some scientific and experimental findings concluded from the previous study and research. As we know, the Multimedia Teaching method is widely used and spread all over the world and many middle school teachers feel it adoptable. However, there are some remaining problems while people use it. So this chapter will bring a conclusion of the study. This  thesis  will  be  conducted  with  the  mixed  paradigm,  quantitative  and qualitative.  On  the  basis  of  previous  analyses  about  students’  learning  ability  and teaching environment, two classes will be engaged in the coming research with a total of 100 participants charged by the same English teacher from the same grade.  In short, the whole procedure will be divided into several sections. The very first one  will  take  place  with  a  specific  questionnaire  given  to  students  to  help  collect relevant data especially about their interest of learning spoken English and their average proficiency.  During  the  first  round  of  three  months,  the  teacher  will  perform  the traditional teaching of spoken English without using Multimedia Teaching, after which one spoken English contest under the supervision of other English teachers in the school will be held in separate classes. Then it moves into the second period, the teacher will carry  out  the  different  Multimedia  Teaching  plans  on  account  of  the  students’ willingness  embodied  in  the  paper,  which  differentiate  in  the  time  distribution  of  pair work and group work ,the complexity of given topics, as well as the teacher’s guidance. To make the experiment scientific, the topics are within the range of guiding foreigners, such as going shopping, finding local food or seeking for hotels and so on.  ......... The reference (omitted)(责任编辑:gufeng)本文来自好论文网(www.haolw.com),未经允许,不得转载。
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