毕业设计(论文)-小学英语多媒体辅助教学中的问题与解决方法.docx

保定学院本科毕业论文（设计）题目：小学英语多媒体辅助教学中的问题与解决方法系 （部）外 语 系 学科门类 文 学 专 业 英 语 学 号 姓 名 指导教师 职 称 副 教 授 2016年 05 月09 日PROBLEMS AND SOLUTIONS IN MULTIMEDIA-ASSISTED ENGLISH TECHING IN PRIMARY SCHOOLA ThesisSubmitted in Partial Fulfillment of the Requirements for the Degree ofBachelor of ArtsWritten by: Supervised by: Foreign Languages DepartmentBaoding UniversityMay 09, 2016摘 要小学英语多媒体辅助教学中的问题与解决办法摘要随着现代科学技术的飞速发展，为了激发学生的学习兴趣、给学生提供丰富的英语学习资料，创设新的、逼真的学习语境，多媒体已经普遍应用于小学英语课堂上。然而，由于多媒体辅助教学仍然是一种新的现象，不可避免的会存在许多问题。本文是一篇关于多媒体教学中存在的问题的调查报告。此调查以南大港第三小学为例，其中10名教师和300名学生参加了此次调查。结果表明教师使用多媒体的能力有限，多媒体辅助教学的课堂效果不理想，和网上写作业的效果不理想为主要问题。围绕这些问题，调查者给出了相应的解决办法。关键词：多媒体辅助教学 小学英语教学调查研究 问题 解决办法AbstractProblems and Solutions in Multimedia-assisted English Teaching at Primary SchoolAbstract With the rapid development of modern science and technology, Multimedia has been widely used in primary school English class to stimulate students interest in learning,to provide students with rich English learning materials, and to create new and realistic learning context.However because it is still a new phenomenon, it is unavoidably that many problems existing in the multimedia assisted English teaching.This paper is a report of an investigation made by researcher on the problems existing in multimedia assisted English teaching. The investigation was made at No.3 primary school of Nan Dagang. There are 10 teachers and 300 students took part in the investigation. The result indicates that the insufficiency of teachers ability of using multimedia ,the poor effect of multimedia assisted English teaching in class and the deficiencies of homework doingon the Internet are the major problems. Based on these problems some solutions were given in order to achieve the purpose of improving the level of English teaching.KeyWords: Multimedia-assisted Instruction Primary School English Teaching Investigation Problems SolutionsContentsContents1 Introduction12 Literature Review13 The investigation of multimedia assisted English teaching in primary school33.1 The design43.2 The subject43.3 The contents53.3.1 The Questionnaire for the Students53.3.2 The Questionnaire for the Teachers63.4 The result73.5 Findings in multimedia assisted English teaching114 Coping strategies124.1 Improvement of teachers ability of using multimedia124.2 Improvement of the effect of multimedia assisted English teaching in class134.3 Modification of homework doing online135 Conclusion14Works Cited16Acknowledgement17Appendix18保定学院2016届毕业论文(设计)1 IntroductionWith the change and development of multimedia technology the application of multimedia in teaching has been becoming more and more popular. Multimedia technology and equipment have come into the various stages of English teaching. Multimedia assisted teaching adds new power into English teaching and establishes new teaching systems. Therefore, multimedia assisted teaching has become a hot topic of scholars and researchers. Some studies the methods and development of multimedia for learning(Alessi 45).Some others pay attention to the current situation of multimedia application in primary school English teaching (Gu 250). It is found that multimedia brings lots of advantages. For example, multimedia provides rich learning resources which will stimulate students interest in learning English and improves teaching efficiency. In addition, it also enriches English language input and sensory stimulation to students, which can cultivate the new way of thinking to enhance students autonomous learning ability. Therefore multimedia has become the essential tool of assisting teaching(Chen 13).Because of the superiority shown by multimedia. Multimedia assisted teaching has been advocated by many scholars and researchers. However, everything has two sides, multimedia is not excepted. Though there are many advantages of multimedia assisted English teaching, its limitation is also becoming more and more obvious .In order to find more problems of multimedia and make the English teaching become more effective, it is necessary to investigate the problems in multimedia assisted English teaching, so that some coping strategies can be found.This paper is a report of the investigation made by the researcher at No.3 Primary School in Nan Dagang,Cangzhou, He Bei Province. Starting with the introduction to the questionnaires designed by the researcher for teachers and students of the school. The paper analyzes the results of investigation, categorizes the problems in multimedia assisted teaching and gives some coping strategies in order to improve the effect of multimedia assisted teaching. 2 Literature ReviewMultimedia technology has played an important part of the modern foreign language teaching.As for multimedia system, it is connected with a kind of modern teaching method It includes the computer, the video recorder, the tape recorder, the projecting apparatus and the VCD software for teaching in order to meet different class requirement.In China MAI began in late 1960s,and after 1980s ,MAI got steady and rapid development. The history of MAI in China can be divided into six stages: start stage, primary stage, development stage, rapid development stage, high-speed development stage and development in depth and breadth.MAI is based on the theory of Constructivism, which argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas.That is to say learning is not the transfer of knowledge from teachers to students, but the process of constructing their own knowledge with the help of teachers and learning materials under the Certain situations(Eddy 93-98). Therefore, constructivism treat “situation” “cooperation” “conversation” and “meaning construction” as four major elements of study environment (Piaget 677). Constructivism emphasizes real experience and environment, which is the necessary precondition for the construction of meaning. Therefore the learners can expand the width of eyes and learn more knowledge. Based on this theory the multimedia become the effective tool of building real environment which makes students feel as if they are personally on the scene, and motivates their enthusiasm of exploration and construction of meaning (Lin 11).S.M Alessi studies how to use computers in educational settings by combining constructivism learning theory and instructional strategies to help the reader design software for learning and instruction( S.M Alessi 12-13).Therefore the use of multimedia must be based on the guidance of the theory of constructivism. Only by this way can multimedia improve teaching quality and teaching effect, otherwise it is just a simple tool of teachers for teaching which equals to the blackboard and chock.Multimedia is teachers good partner for teaching, who can help teachers to process and present information in a flexible way. “The process of language learning is the process of applying language (Applefield,James79)” By using multimedia teachers can help students make better a process of learning language.In order to use multimedia well Chinese scholar Chai Zhenhua has concluded three principles of using multimedia. The first is the purpose of it. Modern teaching must lay emphasis on the real effects on class teaching. Teachers should base on the actual situation of the students to make multimedia teaching programs. The second is suitability of it.Multimedia serves for the need of teaching, and teachers should base on the teaching purpose and according to the textbook to make sure which part need the assistance of multimedia. The third is the necessity of it. Using multimedia to prepare the courseware will take much time, if there are other ways more convenient than multimedia, then Multimedia Assisted Instruction should be given up(30-44). . Lin Li(38-44) ,Wang Xiaodan(15-29),Chen Yuqing(11-15) and Lu Haikong(37-39) have made some researches on the usage of multimedia assisted teaching of primary schools and indicate that multimedia have been wildly used at primary schools, and brings many advantages to language teaching and learning,such as creating real language environment, attracting students attention effectively, providing rich and convenient teaching sources and motivating students learning interests of language.3The investigation of multimedia assisted English teaching in primary schoolWith the development of science and technology, multimedia has been wildly sued at primary schools. Although multimedia brings many advantages for teaching and learning, there are also some problems existing in the process of using multimedia. These problems will stop the development of MAI. Only by finding and solving the problems can the teaching quality be improved and the teaching effect be enhanced. It is obvious that the first step of improving the quality of MAI is finding problems of it, therefore an investigation is made at primary school of Nan Dagang,Cangzhou, He Bei Province.3.1The designIn order to have a good understanding of the problems in MAI, the researcher had an investigation on the present situation of multimedia assisted English teaching in primary school .The investigation is done by questionnaires. There are two kinds of questionnaires.One is for teachers, and the other is for students. The investigation in this study is mainly done by question answering and result analysis.The questions of questionnaire were raised on three aspects: the teachers ability of using multimedia, the effect of multimedia assisted English teaching in class and the effect of homeworkdoing on the Internet. About teachers ability of using multimedia the writer designs three questions for students and four questions for teachers. As for the effect of multimedia assisted English teaching in class four questions were given to students and three questions to teachers. And for the effect of homework doing on the Internet the writer designed three questions for students and three questions for teachers.The investigation was done on January 10th,2016 in the No.3 Primary School in Nan Dagang,Cangzhou,He Bei Province. This school is one of the key elementary schools of Cang Zhou. The investigation involves altogether 15 teachers and 300 students.Their answers for the question in the questionnaire help the researcher find problems of multimedia assisted English teaching at primary.3.2 The subjectThe subjects of the investigation are 10 teachers and 300 students from the No.3 Primary School in Nan Dagang.No.3 Primary School in Nan Dagang was established in 2002, and has an excellent teaching team. No.3 Primary School insists that education practice should be guided by the advanced and scientific concept and has produced a satisfying and high qualified education result. The scale of this school is large, which over 1500 students and teachers altogether.All the students and teachers investigated are the native. The teachers who were investigated are 27years old to 45 years old. They have been teaching for 4 to 24 years. Three of them are men, and seven are women. Four of them are awarded the title of prominent teachers. The students are all Chinese, so their mother tongue is Chinese and are learning English as a foreign language. The 300 student participants are 10 to 13 years old who are from grade three to six, and100 students from each grade. The percentage of boys is sixty, the rest are girls. They have learned English for 1 to 3 years. Because of their different levels of English, the result of the investigation is comprehensive and convincing.3.3 The contentsThe questionnaires are designed on three aspects: the teachers ability of using multimedia, the effect of multimedia assisted English teaching in class and the effect of students doing homework online. There are 10 questions in the questionnaires and are divided into three groups according the three aspects. 3.3.1 The Questionnaire for the StudentsTable1 The Questionnaire for the StudentsAimQuestionThe teachers ability of using multimedia1.2.3.Effect of multimedia assisted English teaching in class4.5.6.7.Effect of Students doing homework online 8.9.10As for the questionnaires of students, the first three questions aim at knowing the teachers ability of using multimedia. The first question is “What does your English teacher usually do with multimedia?”And there four choices for this question, they are “A. Playing PPT B. Watching videos C. Sound recording D. Projection”. Question two is “Do you think your teachers are good at using multimedia?”,the answers choices are “A. Good at using it B. Not good at using it C. General level” Question three is “Do your teachers use multimedia in the whole class?”,the answer choices are “A. Using it for the whole class, B. Using it for half of class C. Never use it.” Question four to seven aim to know the effect of multimedia assisted English teaching in class. Question four is “Which part of your teachers PPTdo you like best ?” the answer choices are “A. Picture, B. Sound, C. Teaching content, D. Above.”About question five “While teachers giving lessons with multimedia, how do you interact with your teacher or classmates?” the answer choices are “A. Have no time to interact, B. Teachers give time to interact ,C. Ask the teachers questions sometimes.” Question six is “How do you take notes on the class?” the answer choices are “A. Writing while listening, B. Writing while the pause C. Have no time to take notes.” Question seven is “Can you follow the teachers speed in class?” its answer choices are “A. Yes B. No C. Hardly.”The last three questions aim at knowing the effect of students doing homework online. Question eight is “Do you like doing homework online? why?” the answer choices are “A. Yes, because it is interesting B. No, because I dont have computer, C. No, because its harmful to my eyes D. Others.” Question nine is “Do you think doing homework online is easier than doing homework on the paper? why?” the answer choices are “A. Yes, because the associationfunction of the computer B. No, because I am not good at using computer C. There is little difference between them.” Question ten is “What do you do when you have difficulties in your homework?” the answer choices are “A. Ask help from parents, B. Ask help from teachers C. Refer to the textbook, D. Give answers blindly.”3.3.2 The Questionnaire for the TeachersTable2 The Questionnaire for the TeachersAimQuestionThe teachers ability of using multimedia1.2.3.4.Effect of multimedia assisted English teaching in class5.6.7Effect of Students doing homework on the Internet8.9.10.A