信息技术多媒体与外语教学基本概念及理论梁茂成市公开课一等奖百校联赛特等奖课件.pptx

信息技术、多媒体与外语教学信息技术、多媒体与外语教学-基本概念及理论基本概念及理论梁茂成中国外语教育研究中心 第1页主要内容主要内容信息技术与多媒体信息技术与多媒体外语教学中多媒体外语教学中多媒体为何？为何？外语教学中信息技术外语教学中信息技术过去过去外语教学中信息技术外语教学中信息技术现在现在计算机辅助外语学习总体标准计算机辅助外语学习总体标准第2页信息技术与多媒体信息技术与多媒体According to the Information Technology Association of America(ITAA):Information Technology(IT)is“the study,design,development,implementation,support or management of computer-based information systems,particularly software applications and computer hardware.”第3页信息技术与多媒体信息技术与多媒体IT deals with the use of electronic computers and computer software to convert,store,protect,process,transmit,and securely retrieve information.第4页信息技术与多媒体信息技术与多媒体Information technology(IT),or“infotech”,is now an umbrella term covering many fields,describing any technology that helps to produce,manipulate,store,communicate,and/or disseminate computer-based information.Presumably,when speaking of Information Technology as a whole,it is noted that the use of computers and information are associated.Ours is an information age,and an age of IT.第5页信息技术与多媒体信息技术与多媒体Forms of information:More traditional forms of information;Electronic(computer-based)information(media)TextImagesAnimationsAudioVisual第6页信息技术与多媒体信息技术与多媒体Multimedia is media and content that uses a combination of different content forms.Multimedia can be used as a noun:-a medium with multiple content forms,orMultimedia can be used as an adjective:-describing a medium as having multiple content forms.第7页信息技术与多媒体信息技术与多媒体Multimedia is a term used in contrast to media which only use traditional forms of printed or hand-produced material.Multimedia includes a combination of text,audio,still images,animations,video,and interactivity content forms.The Internet(based on WEB 2.0),with its hypertext pages,can handle multimedia exceptionally well.第8页信息技术与多媒体信息技术与多媒体我们所说我们所说“信息技术信息技术”我们所了解我们所了解“多媒体多媒体”第9页外语教学中多媒体外语教学中多媒体为何？为何？心理学基础：研究表明，人们只能够记住20%所看到东西；对于他们所听到东西，经常也只能记住40%，而对于那些既能看到、又能听到、同时又能够直接动手做事情，人们则经常能够记住75%或更多（Lindstrom 1994）。第10页外语教学中多媒体外语教学中多媒体为何？为何？心理学基础：大量试验证实，人类从外界取得信息中，1%是经过味觉，1.5%是经过触觉，3.5%是经过嗅觉，11%是经过听觉，83%是经过视觉（Treicher 1967）。第11页外语教学中多媒体外语教学中多媒体为何？为何？心理学基础：由此可见，各种感觉器官并用，有利于我们接收信息；视觉和听觉是我们接收信息最主要感觉器官。第12页外语教学中多媒体外语教学中多媒体为何？为何？外语教学理论基础：交际教学法（the communicative approach）建构主义（Constructivism）；认知格调（cognitive styles）；学习动机（motivation）等。第13页Thanks.第14页外语教学中信息技术外语教学中信息技术过去过去The language laboratory in the Behaviorist period(1960s-):the teaching machineThe latest language teaching technology became synonymous with the latest language teaching pedagogy.What mattered most was technology and not pedagogy.Advances in computer hardware and software ignored advances in language pedagogy and SLA theories.第15页外语教学中信息技术外语教学中信息技术过去过去Underwood(1984:33)“This technology will revolutionise the teaching of foreign languages;it will bring pedagogy up to date with technology.”“Finally we have a means for true indivisualised practice:one-to-one,self paced,without need for supervision.Students can practice what they want,whenever they want,for as long as they want.”“These devices will do all the things the teacher has neither the time nor the inclination to do;at last we can take drill out of the classroom.”第16页外语教学中信息技术外语教学中信息技术过去过去CALL research in the late 1980s and the 1990s found:Technology on its own is not the panacea for foreign language pedagogy;Efficient foreign language pedagogy is only possible if it is grounded on sound theoretical foreign language pedagogy.第17页外语教学中信息技术外语教学中信息技术现在现在The communicative approach,its principles:Communicative competence;Meaningful practice rather than mechanical practice;Use of the target language;Implicit grammar;Modeling instead of correcting;Low-anxiety atmosphere;第18页外语教学中信息技术外语教学中信息技术现在现在The communicative CALL(Underwood 1984):Activities will focus on acquisition practice(using forms to communicate)rather than learning practice(forms themselves);Grammar will always be implicit(built into the lesson or activity),though explicit grammar explanation will be available on a call-up basis;Activities should require students to take a creative action in the target language(or to produce a response based on comprehension of an utterance)rather than manipulating prefabricated language;第19页外语教学中信息技术外语教学中信息技术现在现在The communicative CALL(Underwood 1984):Activity feedback will not aim at correcting or evaluating each response:“raise expectations for competence in communication”;Activity feedback will avoid telling students incorrect answers just as“wrong”:provide help and give hints;Activities and instructions should be written in the target language;第20页外语教学中信息技术外语教学中信息技术现在现在The communicative CALL(Underwood 1984):CALL activities should be flexible,not based on the principle that every stimulus has one and only response;CALL activities should allow students to explore the subject matter.An environment should be provided where discoveries can be made.CALL activities should create a context in which using the target language feels natural;第21页外语教学中信息技术外语教学中信息技术现在现在The communicative CALL(Underwood 1984):CALL software is not an electronic book(CALL activities will aim at doing things books cannot);CALL software should be fun and attractive(try to avoid drill exercises).第22页计算机辅助外语学习总体标准计算机辅助外语学习总体标准CALL is not an issue separate from other forms of language teaching and learning;General guidelines for CALL tasks:technology or pedagogy?参考参考Bangs&Cantos()第23页计算机辅助外语学习总体标准计算机辅助外语学习总体标准CALL should put the learner at the center of the process;第24页计算机辅助外语学习总体标准计算机辅助外语学习总体标准CALL exists for learners,not teachers;第25页计算机辅助外语学习总体标准计算机辅助外语学习总体标准CALL should be adaptive;第26页计算机辅助外语学习总体标准计算机辅助外语学习总体标准CALL should harness technology,not serve it;第27页计算机辅助外语学习总体标准计算机辅助外语学习总体标准CALL should engage and motivate the learner;第28页计算机辅助外语学习总体标准计算机辅助外语学习总体标准CALL should respond to research;第29页计算机辅助外语学习总体标准计算机辅助外语学习总体标准CALL should be focused;第30页计算机辅助外语学习总体标准计算机辅助外语学习总体标准CALL should respond to a pedagogic need;第31页计算机辅助外语学习总体标准计算机辅助外语学习总体标准CALL should help learners learn better.第32页Thanks.第33页