1、毕业论文 文客久久 本科 毕业论文 (设计 ) 题 目： The Embodiment of Contradiction: An Analysis on Madame Defarge in A Tale of Two Cities 学 院： 学生姓名： 专 业： 英语 班 级： 指导教师： 起 止 日期： 毕业论文 文客久久 Contents Abstract. . 1 Introduction . 3 1. Introduction to Multimedia Assisted Teaching . 3 1.1 Definition and Features of Multimedia As
2、sisted Teaching . 3 1.2 The Development of Multimedia Assisted Teaching . 4 2. Side Effects Existing in Multimedia Assisted English Teaching in Middle School. 5 2.1 The Two Main Side Effects Existing in Middle School . . 5 2.1.1 A New E-version of the Old Spoon-feeding Education . 6 2.1.2 Less Commu
3、nication and Interaction between Teachers and Students . 6 2.2 Causes of the Side-effects of Multimedia Assisted Teaching . 7 3. Measures and Suggestions for the Improvement of Multimedia Assisted English Teaching in Middle School . 8 3.1 A Better Understanding of Multimedia Assisted English Teachin
4、g 8 3.2 Changing and Updating Teaching Concept . 10 3.3 Strengthening Communication and Interaction during Multimedia Assisted English Teaching . 11 3.3.1 Avoiding the Domination of Courseware . 12 3.3.2 Coordinating the Relationship Among Teachers, Students and Multimedia . 12 Conclusion. . 13 Appe
5、ndix. . 14 References 15 毕业论文 1 摘要 随着计算机网络与信息技术的发展，多媒体教学逐渐取代了传统的教学方式，成为当今教学的主要授课方式。多媒体教学是指教师利用计算机将丰富的文字、声音、图片、动画、影像等多种媒体综合起来辅助教 学，实现教学目标的教学方法。然而在多媒体教学不断发展的过程中，许多问题一一突显出来。因此，近一步改善多媒体教学的负面影响，提高初中英语课堂多媒体教学的质量已刻不容缓。 本文主要围绕初中英语多媒体教学展开，首先给出了多媒体教学的定义，介绍了多媒体教学的主要特点，并且简单阐述了多媒体教学的发展阶段。接着分析了初中课堂英语多媒体教学中存在的主要问题
6、。最后，从教师角度出发详细阐述，如何改善多媒体在初中课堂英语教学的负影响。希望初中英语教师通过对本文的阅读，提高英语课堂多媒体教学的效率。 关键字 ：多媒体教学；初中 英语教学；负影响 毕业论文 2 Abstract With the development of computer network and information technology, multimedia teaching has gradually replaced the traditional teaching mode and become a main teaching mode. Multimedia teach
7、ing refers to a teaching method adopted by teachers with the application of multimedia to promote students interest to lead them to focus, and to grasp the teaching contents. However, in the constant development of multimedia teaching, many problems appear. Therefore, it is urgent to combat the side
8、 effects of the multimedia teaching and improve the quality of English teaching in middle school. This thesis focuses on the multimedia assisted English teaching in middle school. Firstly, it presents the definition and features of multimedia assisted teaching as well as a brief introduction to its
9、development. Then it points out the main side effects existing in the multimedia assisted English teaching in middle school. At last, it presents the proposals to decrease the side effects of multimedia assisted English teaching in middle school from the teachers point. The paper puts forward some s
10、uggestions on how to improve English teaching in middle school in the hope of giving some help to the English teaching in middle school. Key Words multimedia assisted teaching; junior middle school English teaching; side effects 毕业论文 3 A Study on the Side-effects of Multimedia Application in Middle
11、School English Teaching Introduction The 21st century is an age of information and technology. The rapid development of technology, in particular the computer-based technology has exerted a great impact on the process of English teaching and learning. In the last three decades, the application of mu
12、ltimedia in teaching has progressed by leaps and bounds. Multimedia teaching refers to a teaching method adopted by teachers with the application of multimedia to promote students interest to lead them to focus, and to grasp the teaching contents. Compared to other teaching models, multimedia teachi
13、ng has its own distinctive preponderances: richer teaching and learning materials, easier to arouse students interest, more convenient to carry out various teaching models such as autonomic exploration-based, tasks-based and cooperative learning. Therefore many schools and universities have brought
14、or are bringing the Multimedia Computer-assisted Language Learning (MCALL) under construction. Many teachers of English adopt multimedia in the class teaching, some even take the multimedia teaching as the only method. Multimedia teaching is now gradually replacing the traditional teaching methods,
15、becoming the first and main choice for instruction. However, multimedia teaching has its own defects just like every teaching model. The overheating phenomenon of the application of multimedia in English teaching has captured attention and concern for the demerits of this method. In the practice of
16、multimedia teaching, many problems appear, impacting side-effects on teaching activity and lowering the efficiency. For instance, some teachers put all teaching contents into courseware and lay excessively stress on the beauty of the courseware, resulting in distracting students attention and neglec
17、ting students central status. Though there have been many linguists and scholars making researches on the side-effects of multimedia teaching at college level, they seldom systematically explore the multimedia teaching of English in middle schools. This essay is going to make an effort to pick out t
18、he demerits and disadvantages of this method and by analyzing the causes, work out some strategies to bring the multimedia teaching into the best effect. 1. Introduction to Multimedia Assisted Teaching 1.1 Definition and Features of Multimedia Assisted Teaching Multimedia is the latest form of techn
19、ology, which allows information to be relayed by two or more media in a multi-textural environment by using texts, graphs, sound, animation and video. Hence, it is capable of producing an output that appeals to 毕业论文 4 the different senses. So Smith and Woody ( 2000: 221) define multimedia as “the us
20、e of both visual aids and verbal descriptions to illustrate concepts”. When the multimedia is applied to class teaching, such activity is called multimedia assisted teaching. Zhu Jingxi (2010:7) defines it as a teaching method adopted by teachers with the application of multimedia to promote student
21、s interest to lead them to focus, and to grasp the teaching contents. In the point view of Zhou (2004) multimedia teaching is an integral concept of teaching activity assisted by computer technology, multimedia technology under the guidance of modern teaching methodology. Therefore, conclusion can b
22、e made that through the man-machine interaction teaching tasks are completed, optimization of teaching process and teaching goal are realized. Compared to the traditional teaching methods, multimedia assisted teaching has its own distinctive features. The first one is intuitional performance. Multim
23、edia can provide vivid pictures, sounds and video to present learners the direct impression. For instance, some experiments which can not be done in the real world can be easily achieved on the computer. Teachers can also use multimedia to explain some abstract concepts which in the context of tradi
24、tional mode are difficult to be explained clearly. Whats more, the contents in the video supported by multimedia are rich and the language used is real as it originates from life and close to life. At the same time, the vivid and accurate language that is refined and processed to be close to the lev
25、el of students cognition produces a vivid visual effect for students with sites, environments, speakers expressions, and postures. The second feature is its interaction between man and machine. The interaction refers to the fact that when learners do drills and exercises, the computer can feed back
26、the result and help learners to analyze their shortage of knowledge. Then learners can practice further and improve their weaknesses. Thus it promotes a better understanding and grasp of new knowledge and also the consolidation of old knowledge for students. Another feature is individual performance
27、. As is well known, there are great differences both in personality and in learning methods for different learners and the individual differences is vital in foreign language learning. For example, some students are extroverted so that they will seize every chance in class to practice language. Inst
28、ead, for introverted students, the opportunity to exercise is much less. In addition, some people like to learn through the visual memory, namely learning through reading, while others prefer to learn by hearing. Therefore different people in the process of foreign language learning have different c
29、hoices in the regard of form of practice. Multimedia English teaching can meet the needs of individualized teaching. 1.2 The Development of Multimedia Assisted Teaching In the 1960s, the United States began to research and develop the computer assisted teaching system, which is the first application
30、 of multimedia in English teaching. While in our country the research of CALL (Computer Assisted Language Learning) started late. After nearly half a century of development, the multimedia 毕业论文 5 teaching and network information technology are inseparable. Mudge (1999) divides multimedia applied in
31、English teaching into four stages. The original stage can date back to the 1950s when phonograph, broadcast, movie, tape recorder and other single media were applied in foreign language teaching by only a few foreign language institutes. During that period, audio and video were once considered a sig
32、nificant revolution to foreign languages teaching. Following in the 70s and 80s, experts began to work on the software based on the personal computer. As the result, audio and video developed dramatically with the advancement of electronic technology. Electronic taping, slide projectors, videocasset
33、te players, language labs and other electronic devices were introduced during this period. By the turn of 90s, the emerging of multimedia computer with the integration process of text, graph, animation, video pushed the development of CALL into next stage. In the early 2000s, CALL came into a boomin
34、g age as the Internet became a powerful medium for the delivery of computer-assisted learning materials. According to Warschauer (1997) the development of CALL can be divided into three stages: behaviorist CALL, communicative CALL, and integrative CALL. Behaviorist CALL applied in 1960s and 1970s wa
35、s based on the theory of behaviorist learning and constructive linguistics. Computer provided a plenty of language drills for learners and gave back answers, acting as a mechanical tutor. Following in the late 70s and early 80s, with the development of communicative teaching method and widespread of
36、 PC (personal computer), CALL was not only limited to the repetitive language drills and grammar sentences any more. It encouraged students to generate original utterances through the process of discovery, expression and development, which was actually the application of cognitive theory. In this mo
37、del, the computer is viewed as stimulus or tool (Taylor, 1980: 76). Since the development of multimedia computer and the Internet in the mid-1990s, CALL has entered into a more powerful and open stage, which is integrative CALL. This model not only integrates various skills, that is, listening, writ
38、ing, speaking and reading, but also bonds different technologies serving as effective and comprehensive tools for language learning and teaching. With integrative CALL, teachers were moving away from a cognitive view of communicative language teaching to a more social way, which emphasizes the langu
39、age use in a meaningful and authentic social context. Students can learn English in a more effective way with the multimedia networked computer applied in the language class. 2. Side Effects Existing in Multimedia Assisted English Teaching in Middle School 2.1 The Two Main Side Effects Existing in M
40、iddle School The multimedia teaching requires that teachers with application of media and resources should design their teaching plan scientifically as well as construct the classroom activities rationally according to the goals and the characteristics of the teaching objects. So, teachers need to o
41、bserve students performance and communicate 毕业论文 6 with students. However, the benefits of multimedia assisted teaching have not been fully appreciated in middle school English teaching, and there exist two main problems now, which are listed and briefly illustrated as follows. 2.1.1 A New E-version
42、 of the Old Spoon-feeding Education Once traditional English teaching methods are mentioned, some words such as chalk, blackboard, spoon-feeding are recalled. All of those words expose the defects of traditional teaching methods, namely, students are passive recipients of too much information and th
43、eir central position is ignored. Therefore, it is of great significance that the newly published curriculum standard put students back in the central position. Teachers only function as facilitators and guiders. However, the practice of multimedia English teaching is not satisfactory. The multimedia
44、 courseware is a platform of the material gathered, which in nature is an e-version of the old spoon-feeding teaching. Under these circumstances, students are still passive recipients of information. According to the questionnaire for the student, some of them think that some coursewares are too col
45、orful to focus their attention on the real important things, and are often played at such a fast speed that they can hardly take notes. For some teachers, contents of multimedia teaching are so vast that all class time is used to display the contents of the courseware without proper interpretation.
46、Students in the class are just like watching movies rather than take an active part in the class activity, which certainly lead to the situation that at the very beginning students do not have enough time to think about questions and gradually they develop the habit of only listening but no thinking
47、. In the long term, a vicious cycle will come into being, severely reducing the teaching effect. Although the multimedia teaching can provide abundant perceptual materials and can produce strong stimulation in audio and visual effect, it can not transfer students too much teaching information becaus
48、e the amount of information that can be absorbed by students into the original knowledge structure is certain. Neither should it completely replace students thinking activity. Otherwise, the severity and harm of multimedia is much more than that of traditional teaching mode. 2.1.2 Less Communication and Interaction between Teachers and Students Zhu Jingxi (2010) points out in his boo
