1、多媒体辅助中学英语教学的研究摘要自进入九十年代以来，多媒体技术迅速兴起、蓬勃发展，其应用已遍及国民经济与社会生活的各个角落，正在对人类的生产方式、工作方式乃至生活方式带来巨大的变革。多媒体具有图、文、声并茂甚至有活动影象这样的特点，充分发挥多媒体教学的优势，对于培养学生的创造思维具有重要作用。然而，如果多媒体技术得不到合理应用，不但发挥不了促进教学的作用，反而会阻碍教学的步伐，所以在英语教学中如何合理利用好多媒体进行教学以及解决多媒体教学存在的问题成为我们当前所面对的新课题。本文通过对多媒体辅助中学英语教学现状进行分析，了解教师在英语教学中使用多媒体的情况和学生在多媒体辅助下的学习状况。基于建
2、构主义理论和认知主义理论阐述多媒体辅助教学的具体情况，分析多媒体辅助教学的一些误区，并对这些问题进行了反思，提出了应对策略，使多媒体在英语教学中发挥更合理的作用。关键词：多媒体；中学英语； 建构主义； 策略； 误区AbstractSince the 19th, with the rapid and vigorous development of multimedia technology, it has been used all over the national economy and social life in every respect, it has brought great c
3、hanges to the human beings production methods, working methods and lifestyle.Multimedia has features such as graphs, text, sound, and even moving images, give full play to the advantages of multimedia teaching has an important role for cultivating students creation. The new curriculum reform has put
4、 forward new requirements . However, if the multimedia technology can not be applied rationally, it can not play the role of promoting teaching. Therefore, what we are facing a new topic is how to do the rational use of multimedia to teach and solve the problems of multimedia teaching in the pace of
5、 teaching in English teaching.This paper analyzes the current situation of multimedia teaching in multimedia secondary schools,the situation of teachers use of multimedia in English teaching and the learning situation of students in multimedia. Based on the theory of constructivism and cognitiveism,
6、 this paper validates the advantages of multimedia-assisted teaching and expounds the specific situation of multimedia-assisted teaching from the four aspects of English listening, speaking, reading and writing. It also analyzes some errors of multimedia-assisted teaching. Then put forward the count
7、ermeasures to reflect on these problems, make multimedia play the important and more reasonable role in English teaching, play its advantages as much as possible, stimulate students interest and initiative to improve the teaching quality.KeyWords ： Multimedia；the middle school English；constructivism
8、； strategy；misunderstandingContents1. Introduction1.1 Context of the Research1.2 Purpose and Meaning of the Research2. Literature Review2.1 Summarize of Multimedia Teaching2.2 The Research Status of Multimedia Assisted English Teaching3. Theoretical Basis3.1 Constructivism Learning Theory3.2 Cogniti
9、vism Leaning Theory4. Analysis and Suggestions on Multimedia Assisted Middle School English Teaching4.1 Analysis of Multimedia Assisted Middle School English Teaching4.1.1 Multimedia Courseware of Mechanical Display4.1.2 Courseware is too Fancy4.1.3 Too Much Information4.1.4 Over-reliance on Multime
10、dia4.2 The Ways to Improve Multimedia Assisted Middle School English Teaching4.2.1 Teacher s Ieading Role Can not Be Changed4.2.2 Multimedia Should be Combined with Traditional Teaching Models4.2.3 The Training of Teachers to Use Computer Multimedia Skills4.2.4 The Cultivation of Teacher - Student I
11、nteraction5. Conclusion6. ReferencesContents1.Introduction 11.1 Research background 11.2 Research significance 32. Literature review 42.1 A Survey of Multimedia Teaching 42.2 The Status Quo of Multimedia Assisted Middle School English Teaching 73.Theoretical basis 93.1Constructivism theory 93.2 Cogn
12、itive Theory 114. Analysis and Suggestions on Multimedia Assisted Middle School English Teaching 134.1 An Analysis of Multimedia Assisted Middle School English Teaching 134.1.1Multimedia Courseware of Mechanical Display 134.1.2 Courseware is too Fancy 144.1.3 Too Much Information 144.1.4 Over-Relian
13、ce on Multimedia 154.2 Preventive Solution 154.2.1 Teacher s leading Role Can not be Changed 154.2.2Multimedia Should be Combined with Traditional Teaching Models 174.2.3The Training of Teachers to Use Computer Multimedia Skills 184.2.4The Cultivation of Teacher - Student Interaction 20The Research
14、of Multimedia Assisted English Teaching in Middle School多媒体辅助中学英语教学的研究1.Introduction1.1 Research backgroundIn the early 1990s of last century, teachers have begun used multimedia to teach, but that time, teacher is the main part of teaching activities, playing the leading role in the entire teaching
15、 activities. In the mid-1990s, although the efficiency and effectiveness of multimedia teaching were further improved, it was not completely separated from the teacher-led teaching model(Mayer 2001). From the late 90s of last century to the present,the combination of multimedia technology and networ
16、k technology, this new multimedia teaching model was gradually formed and at a rapid speed of development.With the growth of information and the extensive application of computer technology, knowledge is updating faster and faster. The information age requires people to develop their knowledge and intelligence highly. While the traditional education was aimed at teacher