大學(xué)英語(yǔ)多媒體教學(xué)-文學(xué)學(xué)士畢業(yè)論文

AbstractAsmoreandmoreschoolsintroducemultimediatools,multimediateachingtendstobethemainteachingmodeincollegeEnglishteaching.Multimedianotonlymakesafeatureofcombinationofsound,video,graphandtext,butalsomakesthecommunicationinteractively.Itcanmeetstudents’requirementoftheall-rounddevelopmentinlistening,speaking,reading,writingandtranslation.TeachersuseitinEnglishteachingtoenhancestudents’comprehensiveabilitytouseEnglish.Atpresent,asanadvancedteachingmode,multi-mediaEnglishteachinghasbeenwidelyusedbyEnglishteachers.Thispaperaimstostudytheeffectofmultimediateachingoncollegestudents’Englishlearning,theuseandsignificanceofmultimediateachingincollegeEnglish,andtheproblemswhichmayexistintheprocessofusingmultimediateaching.Throughthispaper,wecanknowtheadvantagesofmultimediateaching,anddistinguishmulti-mediateachingandordinaryteaching.Andthenfosterstrengthsandcircumventweaknessestochoosethecorrectwaytoteaching,andhelpteachersandstudentstohaveabetterunderstandingofmultimediateaching.Keywords:collegeEnglish,multimediateaching

中文摘要隨著越來(lái)越多的學(xué)校引進(jìn)了多媒體工具，教學(xué)模式更多的開始趨向于多媒體教室的教學(xué)。多媒體具有聲、象、圖、文并茂、易于互動(dòng)交際等特點(diǎn),將其用于英語(yǔ)教學(xué)中，能滿足學(xué)生聽、說(shuō)、讀、寫、譯全面發(fā)展的要求，從而提高了學(xué)生應(yīng)用英語(yǔ)的綜合能力。目前多媒體英語(yǔ)教學(xué)作為一種先進(jìn)的教學(xué)模式已經(jīng)被廣大英語(yǔ)教師廣泛認(rèn)可并使用。本文旨在研究多媒體教學(xué)對(duì)大學(xué)生英語(yǔ)學(xué)習(xí)的影響，大學(xué)生英語(yǔ)多媒體教學(xué)的使用和意義，以及在進(jìn)行多媒體大學(xué)英語(yǔ)教學(xué)過程中需要注意的問題。通過研究此題，可以明確多媒體教學(xué)的優(yōu)勢(shì)，區(qū)別多媒體教學(xué)與普通教學(xué)并揚(yáng)長(zhǎng)避短選擇正確的方式進(jìn)行授課，幫助學(xué)生和老師更好的了解課堂教學(xué)。關(guān)鍵詞：大學(xué)英語(yǔ)；多媒體教學(xué)1.IntroductionAtpresent,it’sanInformationTimewiththerapiddevelopmentoftechnology.Multimediatechnologyiswidelyusedinallkindsoffieldsinoursociety.Theword“multimedia”isacompoundwordof“multiple”and“media”.Itcontainsmanykindsofmediathatcombinemediawithcommunication(text,graphicsandsoundetc.).Multimediaisacomprehensiveintegratedinformationresource,whichcanbeusedtoachievedisseminationofinformationinmanymediaresources.Multimediateachingmeansusingteachingmediawithbothmodernteachingmethodsandtraditionalteachingmethodsintheteachingprocess(JessicaE.Zimmer,2003).Allmembersaresupposedtotakepartinthewholeteachingprocess.Multimediateachingusesvariousmediainformationinteaching,andalsoestablishesareasonablefunctionintheteachingprocesstomakeabetterteachingeffect.Multimediateachingwasfirstusedinthe1980s,andthenhasbeenwidelyusedsincethe1990s.MultimediateachinghasgreatsignificanceincollegeEnglishteaching.IntraditionalEnglishteachingmode,moststudentsaregoodatreadingandwritingbecauseofagreatdealofexercises,whiletheirlisteningandspeakingarenotsogood(LvHuifang,2003).However,multimediateachingwithvariousteachingmethodscanenrichallkindsofcoursessuchasthelisteningandspeakingclass.ThepurposeofcollegeEnglishteachingistoenhancestudents’abilityoflistening,speaking,readingandwritinginordertostrengthentheirabilitiestouseEnglish.MultimediamethodofcollegeEnglishteachingnotonlyinheritstheadvantagesoftraditionalteaching,butalsocomplieswiththerequirementsofcollegeEnglishteaching.

2.ComparisonbetweenTraditionalandMultimediaTeachingTherearetwomainkindsofteachingmethodsincollegeEnglishteaching.Oneistraditionalteachingmode;theotherismultimediacomputer-dominatedmethod.2.1TraditionalteachingmodeThoughmoreandmoreteacherstendtousemultimediatoolsincollegeEnglishteaching,traditionalteachingmodewillstillexistforalongtimewithmultimediateachingmode,becauseitdevelopedfromtraditionalteachinganditisstillbasedontraditionalteaching.Traditionalclassroomteachingmodeisa“teacher-centered”patternofclassroomteaching.ThemaintheoreticalfoundationistheAmericaneducationpsychologistAusubel’stheorieson“l(fā)earningandteaching”.Itmainlyincludesthreeaspects:“MeaningfulReceptionLearningTheory”,“AdvanceOrganizersTeachingStrategies”and“MotivationTheory”(1968).Traditionalteachingmodeismainlybasedonteacher-orientedpattern,sothemainpartistheteachers,andtheyusuallyusethetraditionalmeasurestoaccomplishspecificcontentofcourses.Thismayleadstudentsjustacceptwhattheteachersteach.Theperformanceisthatteachersreadanddoblackboardwritingwhilestudentslistenandtakenoteswithoutthinking.Studentslearnfromteachers,booksandtheories.Theadvantagesoftraditionalteachingmodeare:teachersexpresstheirleadingroleobviously;teacherscanorganizeandmanagetheteachingprocesseasily;teacherscanimprovetheteachingefficiencyandplayasignificantroleinthegrowthofthestudents.Thedisadvantagesareobvious.Thekeydisadvantagesarethatstudentsinthewholeteachingprocessgaintheknowledgepassively,andtheirinitiativesareneglected.Apparently,thismodecannotmeetacriterionforpersonneltraininginmodernsociety.2.2ThesuperioritiesofmultimediateachingAsanewteachingmethod,multimediateachingcanmakeupforthedeficiencyoftraditionalteachingmode.Itssuperioritiesareexcitability,versatilityandflexibility.2.2.1ExcitabilityMultimediateachingmaystimulatestudents’interest,initiativeandself-learningability.Multimediateachingwitheyeslooking,earslistening,mouthspeaking,handswriting,brainskeepinginmindmakesEnglishclassmorevivid,interestingandlively,whichcouldthereforestimulatestudents’interestinlearning,improveclassefficiencyandachieveamoresatisfactoryteachingresults.Andthenstudentscanmeettheneedofourcountry’seconomicdevelopmentandinternationalexchanges.2.2.2VersatilityMultimediateachingcancausetheabstractquestionvisualization,bedirect-viewing.Teacherscanbreakthroughthekeypointandthedifficultieswhileteaching.Throughthemultimediateaching,teachersmayimprovetheclassroominstructionqualityandraisestudent’scomprehensivequality.Withpictures,soundsandanimations,multimediateachingcanprovidealotofdynamicimplicitinformationassociatedwithlinguisticfactors,suchasculturalbackgroundknowledge,exoticcustoms.Intermsofscientificsurvey,throughaudio-visualeducation,peoplecanremember15%throughlisteningonly,25%throughwatching,and65%bycombininglisteningandwatching.Thatmeansmultiplemethodisbetterthanthesingleone.Multimediateachingissuchamultiplemodethatitcansupplyvariousresourcesinseveralfieldsaslistening,speaking,readingandwriting.2.2.3FlexibilityMultimediateachinghelpsteacherstoteachknowledgebydifferenttools(word,ppt.,video,etc.),andtoteachstudentsinaccordancewiththeirinterests.IthelpstocreateapleasantcommunicationenvironmentthatstudentscanexperiencetherealsituationofusingEnglishanddeveloptheircross-culturalawarenessandability.Besides,itplaysapositiveroleintheareaofdevelopingEnglishteachingresources,wideningstudyoutlets,enlargingtheclassroomteachingcapacity,improvingstudymethods,developingstudents’thinkingabilities,andraisingteachingefficiency.ThepurposeofEnglishlearningliterallyliesintheuseofthelanguage.Ifthestudentsonlyemphasizelearningthelanguageinsteadofusingit,thenthepurposeislost.Multimediacouldassociatelanguagewithimages.Throughmulti-sensorystimulationinlearningprocess,thestudentswillhaveaccesstomoreinformation.Tosumup,bothtraditionalteachingandmultimediateachinghavetheirownadvantages,butthelattermeetstherequirementofmodernteachingmorethantheformer.Itsavesteachers’timeandenergysothatteacherscanprepareandteachbetter.Italsoimprovesstudents’skillofusingEnglish.

3.ApplicationModeofMultimediaTeachinginCollegeEnglish3.1ClassroomteachingmodeInclassroomteachingmode,teacherspassontheaudio-visualmaterialstostudentsbyusingmultimediatechnology.Duetotheapplicationofmulti-mediacomputers,classroomteachingcanbevisualandaudiblethroughwhichstudentscanaccepttheinformationfromteacherswithmicrophoneforcommunication.Thismodeenablesteacherstoorganizeteachingprocesswell,soteacherscanaccordinglyevaluateandanalyzestudents’learningperformanceincertainsubjectsinordertoimprovetheirteaching.3.2CooperativelearningmodeJohnsonBrothers(inthemidofthe1960s)ofUniversityofMinnesotaCooperativeLearningCenterbelievethatcooperativelearningusedforteachingsmallgroupsenablesstudentstoparticipateincommonactivitiesinordertomaximizethepromotionofthemselvesandothersintheprocessoflearning.Cooperativelearning,ononehand,consistsofthecooperationbetweenstudentsthemselves,whichisthemainaspect;ontheotherhand,italsoinvolvesthecoordinationbetweenteachersandtheirstudents.Becauseeverystudenthasanequalopportunitytospeakandcommunicate,itrequiresthateveryoneshouldhavetherighttolearnaboutthecontentofacertainunderstanding.Therefore,studentsmustlearntoself-study.Throughself-studying,exceptforthenewcontentstudentshaveknown,studentscandealwithdifficultproblemsbygroupdiscussions,toexpresstheirownviews,andtosharetheirfeelingsaboutEnglishlearning.Throughcooperation,studentsmaysolvethedifficultproblemsthey’veencounteredintheprocessofself-learning.Asaresult,everyonewillreepdifferentbenefitsfromtheclassroom.However,asthebasisofthestudents’thinkingisnotthesame,neitheristhedegreeofself-understandingofdifferentobjectives.Studentsintheprocessofcooperativelearningcansolvemostproblems,butstudentswouldcertainlyencounterknottyproblems,whichrequirefurtherenlightenmentfromtheteachers.Usuallyteachers’properinspirationof"asking"and"answer"fromstudentscansolvetheproblems.Suchcooperationandexchangewillnotonlyenhancethestudents’goodhabitsofindependentlearning,butalsopromotethemulti-dimensionalcommunicationbetweenteachersandstudents.3.3AutonomouslearningmodeAutonomouslearningreferstoanindividualbehaviorinthelearningprocessofindividualinitiativeandpositivelearning.Thebasicideaofself-learningmodelisthestudent-centeredpattern,andwithfullrespectforstudentautonomy.Itmeansstudentscanchoosethetimeandplacebythemselveswhentheylearn.Inthissense,theindependentlearningcanbedividedintothreeaspects:First,learnersmakeadvancedplanningandarrangementsoftheirownlearningactivities.Second,learnsknowthesupervision,evaluationandfeedbackoftheirownactuallearningactivities.Third,learnersadjust,correctandcontroltheirownlearningactivities(ChenJialu,2009).Thesimplestself-learningclassroomisbyfittingontheself-learningsysteminthemultimediaclassroomcomputerterminals.Itisbasedonthecomputerastheprimaryteachingmethod,usingCampusNetworktouploadthenetworkteaching,learningsystemandvariouskindsoflearningresources.Studentsoncampusnetworkatanypoint,onthepreptimecanpreview,review,testandotherlearningactivities.Studentscanalsouploadhomeworkoroverlookteachers’opinionofhomework.Teacherscangetfeedbackaccordingtostudents’learningprogress,andthenmakeasuitableproposal.Autonomouslearningmodeismainlystimulatingtheintrinsicmotivationoflearnerstofosterself-learningabilityoflearners.Itsadvantagesare:theinitiativelearningoflearners,flexibilityoflearningprocess,independentstudyandastrongstudent-centeredlearning.Thestudentsinautonomouslearningarealwaysactive,andcantaketheinitiativetoacquireknowledgethentrulybecomethemastersoflearning.Asnotonlyalearningabilitybutaneffectivewayoflearning,self-studyisconducivenotonlytoimprovestudents’performance,butalsotheirlife-longlearningandself-development.3.4NetworklearningmodeWiththedevelopmentandapplicationofcomputernetworktechnologyandmultimediatechnology,web-basedlearningfurnishesstudentswithautonomy,individualandcreativelearningspaceatmosphere,inwhichstudent-centered,resource-baseddiscussionofnewteachingmethodscanbeachieved(WangYinghua,2001).Thisplaysanimportantroleinstudents’knowledgeacquisition,emotionalcommunication,cooperationskillstrainingandimprovementofpracticalskills.Therefore,themultimedianetworkteachingmodeanditsapplicationhavetheextremelyvitalsignificanceforteaching.Innetworklearningmodewithscenarios,providingconsistentlearningneedsoftheexternalstimulus,studentscanactivelyinteractwiththeexternalenvironment,sothattheassimilationandadaptionprocessofcognitivestructurescanoccurandbecomplete.Thegreatestadvantageofnetworkmultimediaclassroomisthateachstudenthasaccesstowealthyteachingresources.Suchresourcescanbeprovidedbyteachers,andalsocanbestoredintheresourcedatabase,tosearchtheinformationlearnersneed.AnotherwayofnetworklearningmodeistolearnwithotherstudentsthroughtheInternet.Usuallystudentscanusetheformofwebconferencing,e-mail,andelectronicbulletinboardstocommunicateandthatcanprovideanenvironmentforstudentstocommunicateinEnglish.Networklearningmodel,asamodernlearningformofinformation,canbeseenastheresultoftechnology’sfunctionofeducation.Itbecomespositive,andcanbereformedfromthewholesocietyinthenewdigitalprocessandthehistoricalopportunity.3.5EntertainmentlearningmodeThedevelopmentofinformationtechnologyineducationmakeseducationmorevivid,richandcolorful.Theeducationalgameteachingstrategies(suchasroleplay,dubbing)usuallyassisttoachievetheteachinggoal,andtomeetthelearningneedsofstudentsbothinsideandoutsideclass.Entertainmentlearningmodeistousesomeoftheteachingsoftware,withthefunctionofentertainment,toletstudentsdolisteningandspeakingtrainingwiththesoftware.Itmakestheboringtrainingprocessbecomeaformofgameandputsthestudentinarelaxingenvironmenttolearn,throughwhichitcangreatlyenhancethestudents’learninginitiativeandcreativity.Theentireclassroomteachingactivitiesmustbedesignedandorganizedaccordingtoteachingtargetsandclassroomgamesisnoexception.Thegamemustbecloselyrelatedtoteachingandteachersshouldtakefullconsiderationtotheemphasisondifficultiesofteachingandotherteachingrequirements.Gameteachingmethodcandirectlyaffectstudents’interestinlearningEnglish.Helpingstudentsformthecorrectlearningmethodandgoodstudyhabitsishelpfultolightentheburdenofstudyinlinewithrequirementsofhigh-qualityeducation.Inaddition,thegameteachingreflectsthesubjectivityofstudentsandrequiresstudentstoparticipatemoreactivelythanteachers,whereasamonologueotherwisewouldfullypromoteteachers’dominationandignorestudents’mainrole.

4.TheUseofMultimediaMethodinCollegeEnglishTeachingAccordingtothecollegeEnglishteachingrequirementconstitutedbyMinistryofEducationinNovember,2003,theteachingtargetofcollegeEnglishistocultivatethestudents’comprehensivecapabilitiestouseEnglish,especiallythelisteningcomprehensionandoralexpressionabilitysoastodevelopthestudents’Englishintercommunicativeability.4.1TheuseofmultimediamethodinteachinglisteningListeningisimportant,becausethestudentsmustbeabletofigureoutlanguagephonemes,anddistinguishbetweendifferentphoneticelements.Onlywhenstudentslearnhowtofiguringphonemescantheylearnhowtousethem.Inthemultimedialanguagelaboratory,studentscanseevisualimagestoobtaininformationaboutmaterialswhilelisteningandspeaking.Studentsconducttraininginlisteningcomprehension,whileotheraspectsoflanguageskillsshouldalsobewelltrained.Computer-AidedInstructioncaneliminatethestudents’tension;alsoencouragestudentstobeactivelearnerinsteadofpassivereceptors.Teacherscanusemultimediaclassrooms,onthebasisofteachingmaterials,toachievethesimilarorthesamelevelofinputmaterialsinmultiplelanguages.Ononehand,studentscanexpandtheamountofinformation;ontheotherhand,studentscancreatemorelearningopportunitiestoarousetheirinterestinlearningEnglish.Thesupplementarymaterialsourcescanbe:(1)SomemajorradioandtelevisionprogramsaroundtheworldsuchasVOA,BBC,inparticulartheVOASpecialEnglishprogram.Theprogramsusesimplewordswithhighrepetition,andsimplesentencestructureinslowspeakingspeedtoguaranteestudentscandigestandabsorbtheinformation.(2)Multimediavideoscomewithnormativevoiceandvividperformance.Teacherscandesignexercisesthroughthevideos’culturalbackgroundandlanguagedifficultiestohelpstudentsunderstand.(3)Englishmovies.Inlisteningclass,somevideocontentcanfullymobilizethestudentsofthevisual,hearingandothersensesoftheintegrateduse.Intheprocessofwatching,theteachercancombinethedailyexpressionandculturalphenomenatoenablestudentstotrulygainmoreexperienceinEnglishlanguagepracticeineverydaylife.Theteachercanalsoasksomequestionsatfirstandthenletstudentswatchagaintoanswerthequestionsormakeadescriptionofthemovie’splotandcharacters’relationship.Asformoreaccessiblefilms,teachersmayrequirestudentstorecitesomedialogue,ortoimitate.Throughthistraining,itnotonlycanimprovetheaccuracyofstudentpronunciationandspokenfluency,butalsocreatealivelyenvironmentforEnglishlearning.4.2TheuseofmultimediamethodinteachingoralEnglishEnglishlearnersknowclearlythatthekeytooralEnglishisimitationandrepetition(ZhangXiling,2003).Theuseofmultimediaintheoralclassroomcanimprovetheexpressionandinteractionofteachingmedia.Itprovidestherealsituationanddynamicpicturethatcancreateateachingenvironmenttoattractstudents’attention,greatlystimulatingstudents’interestinstudy,andencouragestudentstoparticipateinteachingactivitiesactivelyandinitiatively.Multimediacanprovideinformationinamultichannelandmultisensorywaytogivestudentsmultiplestimulationandvividleaningenvironmenttoenhancetheirleaninginitiative.Itwillhelpstudentsstrengthenmemory,improvetheimaginationandprovideagoodmemorychanneltodowellinrepeating.Thoughthere’remanyadvantagesofmultimediamethodinoralEnglishclass,manyoftheteacher’srolesstillcannotbereplacedbycomputer’sfunctions.Thelanguagebetweenpeopleisthemostaffinityandflexiblelanguage.Themosteffectivewayofteachingandlearninginclassshouldbetheinteractivecommunicationbetweenteachersandstudents.“FreeTalk”and“DailyReport”,forexample,aregoodwaystocultivatestudents’listeningabilitythatcannotbereplacedbycomputer.ThebestwaytoimproveoralEnglishistodoamassofexercises.MultimediaComputer-assistedteachingisonlyateachingtool,despitebeingthemostadvancedmodernizedteachingtools;itcanonlyplaytheroleoftheteachingserviceandcannotcompletelyreplaceteachers’activitiesintheclassroomteaching.4.3TheuseofmultimediamethodinteachingwritingEnglishwritingisakindofwritinglanguageabilitythatcanreflectstudents’logicalthinkingability,languageorganizationandcommunicationskills.Therefore,Englishwritingabilityisusuallymeasuredasthestandardofstudents’Englishlearningability.Multimediatechnologycanbeusedtoconveyvariousteachinginformation,andthroughpresentingpictures,articles,audioandvideodataitcanmaketheclassroomteachingbecomemorevividlyvisual.Studentscancomprehendinformation,enhanceknowledgeonthesubject,andformasenseoflanguagethroughthestimulationofintuitivevisualandauditoryforlayingthefoundationofwriting.Multimediaputswritingactivitiesinanintegratedenvironmentbasedoncolor,sound,videoandothermedia,sothatstudentswouldfeelcomfortableandenhancethewritingmotivation.Inmultimediateaching,multimediacoursewarefordifferentwritingmaterialscanbeusedtodesignvariousformsofexercise,suchastheofficialdocumentwriting,notices,andinvitations.Multimediacoursewarecanproducedifferenttypesofdesignaccordingtodifferentwritingelements,toenlargestudents’writingknowledge.Inaddition,multimediaprovidesstudentswitharelaxedandhappylearningenvironmentandhelpstodevelopstudents’innovativeability.

5.ProblemsWhichMayExistinMultimediaMethodinCollegeEnglishTeaching5.1PoorqualityofcoursewareManyfactorscanaffectthequalityofmultimediacourseware.Inadditiontointernalfactorsliketeachers’teachingperceptionandcoursewaredesignidea,thecoursewarecontentlayout,productiontools,andselectedmediamaterial,timeandotherinputscanallaffectthequalityofcourseware.Agoodmultimediacoursewaredoesnotonlycallforteachers’timeandspirit,fullyunderstandoftheteachingcontent,teachingrationalorganization,well-conceivedanddesignedmultimediacourseware,butalsorequiresthemtocollectcoursewarematerialandusemultimediacoursewareauthoringtoolsskillfully.5.2RelationshipbetweenteacherandstudentsIt’sinevitablethatmultimediaisnowusedwidelyincollegeEnglishteaching,butit’sonlyatooloramethodtosupportteaching.Itshouldservefortheforeignlanguageteaching,ratherthandominatetheforeignlanguageteaching.Inteachingactivities,studentsaretheprincipal,whileteachersaretheleadingpart,andmultimediaisonlyasupplementarymeanstoachievethegoalofteaching.Thus,thehumanfactorisliterallydominant.Theuseofmultimediaisnotonlytomeettheneedsofteachers,butalsotoprovidestudentswiththelawsofcognitivepsychology.Theteachingprocessshouldbestudent-orientedtostimulatetheenthusiasmofstudents.5.3Students’autonomouslearningabilitySelf-learningcanarousestudents’self-awareness,andletthestudentstrulybecomemastersoflearning.Teachersshouldletstudentschooselearningmethod,encouragestudentstousetheirownfamiliarwaytolearnratherthanuseamethodtorestrictstudent.Meanwhile,itisdifficultforstudentstochooselearningobjectives.Teachingmethodshouldvaryfrompersontoperson.Teachersinclassroomshoulddesignflexibleandmulti-levelteachingtaskstoencouragestudentsstudystepsbysteps,andthentheymayeagertodoself-studying.

6.TheSkillsforMultimediaTeaching6.1MakingcoursewareappropriatelyandpracticallyMultimediacoursewareisbasedontherequirementsofteachingoutlineandtheneedsofteaching,witharigorousinstructionaldesign,andmadeoftheperformanceofavarietyofmediaandthestructureofhypertext.Itcanrepresentavarietyofteachingproblemsinavividway,activeclassroomatmosphere,enhancestudents’interestinlearningandbroadentheirknowledge.Coursewarewithhighqualityisattractive.Studentsfocusonthecontentofthecourseware,andthentheyhavedeepimpressionandgoodmemoryoftheknowledgeAccordingtoEducationalPsychology,theacceptanceofstudentsislimited(HuYi,2009).Toomuchinformationandformswilldispersestudents’attention,soit’shardforthemtoreceiveusefulinformation.Themoreuseofmultimediatechnology,therefore,isnotthebetter,intermsofthespiritofscientificprinciplestobeappliedinlinewithcurricula.Teachersinteachingshouldlearntocontroltheamountofinformation,abandonthetraditionalconventions,andputthecourseware’sdesigninkeypoints.Intheprocessofmakingcourseware,teachersshouldtakethestudentsintoaccountandputthemselvesintheshoesofstudenttoconfirmwhen,whereandhowtoproposetheknowledgepoints.Theyshouldalsotakeintoaccountthatwhetherstudentscanacceptthemornot.6.2CombiningmultimediateachingwithtraditionalteachingTraditionalteachingandmultimediateachingbothhavetheirownadvantagesanddisadvantages.Teachersusemultimediathroughimages,pictures,data,andanimationtoassistteachingtoletstudentssolvethedifficulties.Meanwhile,multimediateachingshouldreflectthe"Teacher-led,student-centered"teachingideastoinspirestudentstolearninitiativeandcreativity,andtodevelopstudentsintelligenceandcapacity.Thetraditionalteachingmodeisaneffectivemodebecauseofvasteducators’longpracticeandresearchsummary.Eachteacher’steachinglanguage,teachingmethodsandstraincapacityarethegreatestwealth,whilethemultimediateachingcanonlyactasa“supporting”role.Therefore,teachersaresupposedtocombinetraditionalteachingwithpersonalcharacteristicsandmultimediaaccordingtoteachingcontents,totrulyimproveteachingeffect.

7.ConclusionInEnglishteaching,multimediaisatooltoassistclassroomteachingandoptimizeteachingeffect.Teachersshoulduseitinaproperwaybycombiningmultimediawithtraditionalteachingmoderatelyandmakethebestoftheadvantagesandbypassthedisadvantages,soastoenhancethecollegeEnglishteachingservice.IncollegeEnglishteaching,thetraditionalteachingmodecannotbeignored,althoughthemultimedia-assistedteachingcangivefullperformancebysound,electricity,light,colorandmanyotherelements,enablingoutstandingimageofEnglishteaching,turningabstractandboringwords,phrases,grammaticalknowledgeintolivelytext,imagesandvideowhichstimulatestudents’hearingandvision,therebystimulatinginterestinlearning.Onlyonthebackgroundofhigh-qualityeducationcanstudentsuseadvancededucationaltheoryandhitthetargetofcollegeEnglishteachingbyutilizingmoderneducationtechnologyreasonably.基于C8051F單片機(jī)直流電動(dòng)機(jī)反饋控制系統(tǒng)的設(shè)計(jì)與研究基于單片機(jī)的嵌入式Web服務(wù)器的研究MOTOROLA單片機(jī)MC68HC（8）05PV8/A內(nèi)嵌EEPROM的工藝和制程方法及對(duì)良率的影響研究基于模糊控制的電阻釬焊單片機(jī)溫度控制系統(tǒng)的研制基于MCS-51系列單片機(jī)的通用控制模塊的研究基于單片機(jī)實(shí)現(xiàn)的供暖系統(tǒng)最佳啟停自校正（STR）調(diào)節(jié)器單片機(jī)控制的二級(jí)倒立擺系統(tǒng)的研究基于增強(qiáng)型51系列單片機(jī)的TCP/IP協(xié)議棧的實(shí)現(xiàn)