多媒體在鄉(xiāng)鎮(zhèn)中學(xué)英語教學(xué)中的現(xiàn)狀調(diào)查研究-以禮泉縣史德中學(xué)為例

1、AcknowledgmentsFor their encouragement and support, I want to thank these private persons who have helped me to finish this passage.First, I will give thanks to my adviser Ms Wu Ying, who has helped me finish this paper and gave me some valuable advice. I do appreciate her patience. Without her cons

2、tant help, I could not complete this thesis completely. Then, I prefer to express my gratitude to other teachers and classmates who help me in so many ways during a four academic-year program. Next, I am quite appreciated for the permission to quote from reference materials. At last, I also owe an o

3、bligation to my parents for their help.AbstractWith the deepening of the current curriculum reform, Chinas township schools are also responding to the call of the new curriculum reform. In order to carry out this concept of new curriculum reform, the English teachers in middle schools have used the

4、advanced teaching methods of multimedia assisted English teaching in China, and the related research results are also emerging. It is not to be overlooked that the research is more influential in theoretical research on township schools, and the research is rare on multimedia-assisted English teachi

5、ng in township schools . Therefore, this paper investigates the application of multimedia in the middle school English teaching in the township, mainly adopts the questionnaire survey, through researching some English teachers and students in the Shi De middle school, analyzing the current situation

6、 of the multimedias application in the township English teaching .And put forward the relevant feasibility suggestions, in order to improve the township secondary school multimedia assisted English teaching effect to provide the necessary reference material.Key Words: multimedia technology; new curr

7、iculum; township middle school; English language teaching摘 要隨著當(dāng)前新課改的不斷深入，我國鄉(xiāng)鎮(zhèn)中學(xué)也在響應(yīng)對新課改的號召。為了貫徹新課改的這一先進(jìn)理念，我國大部分鄉(xiāng)鎮(zhèn)中學(xué)的英語教師在教學(xué)中漸漸使用多媒體輔助英語教學(xué)，隨之對這一先進(jìn)的教學(xué)手段研究成果也不斷涌現(xiàn)。但是不容忽視的是目前大部分對鄉(xiāng)鎮(zhèn)中學(xué)多媒體輔助英語教學(xué)的研究多傾向于理論研究，涉及多媒體輔助英語教學(xué)的調(diào)查研究尚不多見。因此，本文從對史德中學(xué)的多媒體輔助教學(xué)為切入點,采用了問卷調(diào)查法，通過對該校的部分英語教師和學(xué)生進(jìn)行調(diào)查研究，分析當(dāng)前多媒體在鄉(xiāng)鎮(zhèn)英語教學(xué)中的應(yīng)用現(xiàn)狀，發(fā)現(xiàn)問題

8、并提出相關(guān)可行性建議，為提高鄉(xiāng)鎮(zhèn)中學(xué)多媒體輔助英語教學(xué)的效果提供必要的參考素材。關(guān)鍵詞：多媒體技術(shù)；新課改；鄉(xiāng)鎮(zhèn)中學(xué)； 英語教學(xué)Contents TOC o 1-3 h z u TOC o 1-3 h z u TOC o 1-3 h z u1. Introduction 12.Research Background 12.1The Development of Modern Information Technology Needs 12.2The Need for New English Curriculum Reform 22.3 Students All-round Development

9、 Needs 23.Literature Theory 33.1 A brief introduction to the definition 33.1.1 Multimedia 33.1.2 Multimedia Teaching 43.2The Stage of Development about the Multimedia 44.Investigation of the Multimedia in the Rural Junior Middle School 64.1Questionnaire Implementation 64.2The students Result of Inve

10、stigation 64.3 The teachers Result of Investigation 74.4Statistical Analysis of Survey Results 85.Conclusion 105.1Suggestions for Township Middle School 105.2 Suggestions for Township Middle School Teachers 105.3 Suggestions for Township Middle School Students 10Bibliography 12An Investigation on th

11、e Application of Multimedia in Rural Junior Middle School English1. IntroductionWith the continuous improvement of teaching quality, township middle schools have gradually joined the ranks of the new teaching. However, most of the rural junior middle school English classroom teaching situation still

12、 remain in the chalk, blackboard and tape recorder. to achieve better teaching results in a limited time, we must follow the pace of modern teaching. The use of multimedia is making the traditional teaching methods have undergone tremendous changes, electronic computer and network technology and oth

13、er multimedia education technology for the rapid development of teachers and students to provide more access to English knowledge channels, so that English classroom teaching research is maturing. However, there are still many problems in the use of multimedia teaching in township schools. This stud

14、y develops based on the authors internship experience to research.2.Research BackgroundAt present, the process of educational informatization is in full swing and the development of multimedia technology. However, the application of multimedia in English teaching in rural middle school is not boomin

15、g. Some even become a decoration.In view of this situation, it is important to investigate the current situation of the multimedias application in English teaching in the rural middle school.2.1The Development of Modern Information Technology NeedsIn the information society today, information accomp

16、lishment has become an important part of scientific accomplishment, the use of information technology, add a variety of information, identification, creative processing and processing of information, will be the 21st century high-quality talent essential skills .In the teaching of education, the rea

17、lization of multimedia technology and English courses are the organic integration of the requirements of the times, but also the inevitable curriculum integration. Timely and appropriately use multimedia to assist secondary school English teaching, it can effectively change the teachers teaching met

18、hods and students learning methods, so that students learn in the multimedia technology environment for their own English learning activities design, implementation and evaluation, consciously continue to learn , and to promote their own development and improvement.2.2The Need for New English Curric

19、ulum ReformEnglish curriculum standards pointed out: the development of modern information technology on the value of English education,goals, content and the way of learning and teaching have a significant impact on the design and experiment of Englishcourses should pay attention to modern informat

20、ion technology, in particular, to fully consider the calculation equipment, computer learning content and the impact of English - theres proposed teaching and learning changes, that is, change the past, full house irrigation to guide students to take the initiative and change the teacher to the stud

21、ents one-way delivery for the division health, life and life to more exchanges, change imitation memory for independent exploration. In the practice of the new curriculum, we found that the use of multimedia-assisted teaching methods, so that the line, sound, color, moving, static changes to make st

22、udents show specific, image, intuitive, sound and painting audio-visual materials, fully mobilize the students a variety of senses participate in learning, making the English class lively. Teachers are to evaluate the learning process of English,we should pay attention to the results of students lea

23、rning, but also pay attention to their learning process, and pay attention to the level of students learning English, but also to pay attention to their activities in English expressed emotions and attitudes, so that help students understand themselves, build confidence.2.3 Students All-round Develo

24、pment NeedsThe English Steering Committee in the Basic English for the 21st Century report pointed out: English quality will be in addition to gender, ethnic and other factors affecting the employment and income of citizens is another important factor in the United States. With the popularity of hig

25、h-tech achievements, the future information society citizens should have the following English literacy: (1) English communication skills. (2)awareness of applied English (3) the ability to solve the problem, that is “English modeling ability”. (4) master the way of thinking in English. In the high-

26、tech information society, a person can use the English mind to think about the various problems, that is considered to have good English quality.3.Literature TheoryIn this chapter, we will briefly introduce some theories or definitions and the stage of development about the multimedia in the rural j

27、unior middle school.3.1 A brief introduction to the definitionMultimedia plays an important role in studying English. But there are still some people on the concept of the media, multimedia, multimedia technology and multimedia teaching are relatively vague. The following is an introduction to these

28、 concepts or definitions.3.1.1 MultimediaMultimedia (Multimedia), composed of multiple and media complex, literally, generally understood as a combination of multiple media. Xu Zhijian (2010: 6) in the multimedia foreign language teaching theory and methods cited two computer domain multimedia defin

29、ition, one is APPLE company Wollaston definition: multimedia is the text, graphics, animation, video and audio information, computer It is the glue that connects them. The other is Sun Microsytems definition of Jeef Morgam: Multimedia is a combination of knowledge and creation of traditional compute

30、r media - text, graphics, images and their analysis (video) and audio and information exchange. As we all know, in the computer field, the definition of multimedia is more consistent, are clearly stressed the indispensable role of the computer. However, in the field of foreign language teaching in C

31、hina, the definition of multimedia is still vague, can not tell the multimedia, traditional multimedia, multimedia multi-media and multimedia technology concept, there is indeed a matter of fact.Multimedia contains two meanings. The first layer, refers to the traditional multimedia, which is a varie

32、ty of media synthesis; the second layer, refers to the computer multimedia. Computer multimedia is text, graphics, images, sound, animation, video and other single, one-way media through the computer technology for digital processing to single or multiple synthetic, one-way or human-computer interac

33、tion form of information media. Multimedia is one of a variety of media. Binary digitization is the distinguishing point of computer multimedia and traditional multimedia.3.1.2 Multimedia TeachingThe computer multimedia teaching refers to the teaching in accordance with the requirements of teaching

34、dynamic, organic use of computer multimedia teaching activities with integration, dynamic, controllability, interactive, network and other characteristics, is a variety of media teaching of a kind. At present, computer multimedia teaching belongs to the teaching and has two main modes: centralized c

35、ontrol of teachers and common control of teachers and students. And most of the multimedia teaching in townships and middle schools belongs to the centralized control of teachers. The hardware is composed of micro-multimedia computer system, projector and large screen. The software is composed of gr

36、aphic window operating system, courseware making system, office software and graphic software , audio and video software and other components, the operation method by the teacher centralized control, students through the screen to show the content and teacher interaction. After development, in the n

37、ext few years to achieve the screen from the white cloth screen to the development of electronic whiteboard, to increase the interaction between teachers and students. On behalf of the more advanced multimedia model is the common control of teachers and students, teachers and students a high-speed I

38、nternet connection of high-profile multimedia computers on hardware, such as notebooks, touch-screen large-screen Tablet PC, a variety of electronic products, multimedia computer. The use of electronic classroom software, centralized control, textbooks, resource library, display, practice, test, ass

39、istant, interactive, virtual, network connectivity and other functions as a whole, is a pure digital teaching mode. The typical application of the common control of teachers and students is the computer-aided language teaching prevalent in foreign language teaching in colleges and universities, name

40、ly CALL. As the teachers and students of the common control of multimedia teaching model of the government financial resources, teachers and students of the computer application ability, the students have a higher self-control requirements, so in the basic education stage has not been able to expand

41、 a large area.3.2The Stage of Development about the MultimediaThe first stage is the eighties to the mid-nineties, the multimedia applied to the study of English disciplines in the basic audio-visual software and other traditional multimedia materials understanding and introduction. At this stage, p

42、eople in the role of multimedia in English teaching has become more and more profound understanding and experience.The second stage is the mid-nineties to the beginning of this century, the study from the traditional multimedia to computer multimedia, the content of the study has experienced a chang

43、e from the role of teachers in the multimedia environment, student learning mode conversion, and then the use of specific teaching development of. At this stage, excellent English education software is also gradually developed.The third stage is the reflection and reconstruction of language multimed

44、ia in recent years. With the gradual application of computer multimedia in rural middle schools, the application of multimedia in rural junior middle school English teaching is also relatively developed. Some teachers have found that multimedia in rural middle school English classroom there are many

45、 problems, such as: multimedia facilities simple; teachers operating capacity is relatively weak; multimedia equipment has become a display, only in the open class when the multimedia-assisted teaching. With the multimedia in English teaching shows the superiority of the township junior high school

46、teachers began to pay more attention to the application of multimedia, multimedia applications began their own training and the use of capacity improvement. So far, teachers, students, schools gradually realized the importance of multimedia teaching and the need to achieve a certain development. The

47、 effect of multimedia-assisted instruction has also been improved. However, the current number of multimedia applications in rural junior high school English teaching less, narrow range. Chinas rural areas and its vast distribution, such as Li Quan County, Shi De Middle School and Shaanxi Province,

48、separated from the countryside and economic and educational development is not balanced, the multimedia in the junior high school English teaching application survey also need to be further developed. This will need to widen the scope of the study so that the results of the study are closer to the r

49、ealities of the township middle schools, and provide a more effective basis for the application of multimedia in the teaching of township English in China, and the problems in the use of junior middle school English teaching To find and analyze, and put forward some corresponding measures and feasib

50、ility recommendations, in order to promote the development of Chinas township multimedia teaching, which is the fundamental starting point for this study.4.Investigation of the Multimedia in the Rural Junior Middle SchoolThis chapter is the focus of this paper, the author mainly uses the questionnai

51、re to discover the problem about the application of multimedia in rural junior middle school English teaching.4.1Questionnaire ImplementationThis study was conducted in Shi De middle school from November in 2016 to March in 2017.It was to investigate the application of multimedia in Shi De middle sc

52、hool English teaching. This questionnaire was mainly about English teachers and students. We first made a questionnaire containing 10 questions for English teachers and 8 questions for students to investigate the multimedia condition of service. There are altogether 10 middle school English teachers

53、 and 116 middle school students involved in this study, and students are in grade seven, eight and nine. The questionnaire totally received 126 shares, the effective recovery has 120 shares.4.2The students Result of InvestigationThere are eight questions to illustrate the present condition of multim

54、edia among the rural junior middle school students:(1)The frequency of multimedia teaching used by English teachers in the classroom.(2) Which do you prefer about multimedia teaching and traditional teaching?(3)Your adaptation to multimedia teaching.(4)Does the use of multimedia enhance your interes

55、t?(5)What measures will be taken when using multimedia lectures?(6)What are the disadvantages of multimedia teaching.(7)How do you feel about the use of multimedia in class.(8)Are you satisfied with the present multimedia equipment. Percentage of the eight questions are as following:From the table,

56、we can find some chief problems. For example, students adaptation to multimedia, promotion of students interest and performance of students in the classroom. However, with the continuous renewal of the new curriculum reform, students gradually have adapted to the multimedia teaching mode.At the same

57、 time, compared with the traditional teaching mode, students prefer multimedia teaching or the combination of traditional teaching and multimedia teaching. It is largely obvious that multimedia teaching improves the students interest for studying English .But there are still some students think that

58、 multimedia teaching is too fast to impress. In addition, the teachers mastery of the multimedia teaching is not high, which leads to the dull atmosphere in the classroom. Last but not least, almost half of the students are satisfied with the current multimedia facilities. But there are still some s

59、tudents on the contrary. They are not satisfied with the current teaching facilities. The rural junior middle school has a few multi-media classrooms due to the poor economic condition. And because of the lack of use for a long time, the teaching facilities are in backward state. The teachers even never use multimedia to teach. In this way, as time went by, some students think that multimedia teaching does not improve t