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分析多媒体辅助小学英语教学的优势 [2]

论文作者:英语论文论文属性:职称论文 Scholarship Papers登出时间:2010-02-04编辑:lisa点击率:24816

论文字数:4000论文编号:org201002041021389372语种:英语 English地区:中国价格:免费论文

关键词:多媒体小学英语教学辅助创设情境学习兴趣

of information age, multimedia has been widely used in many fields. MALT (Multimedia-Assisted Language Teaching), refers to the use of multimedia in teaching or learning of second or foreign language.
In 1990s, the multimedia provides a range of informational, communicative, and publishing tools that are potentially available to every student. Multimedia refers to communication from more than one media source that uses text, audio,graphics,animated graphics,and full-motion video. Multimedia technology--exemplified today by the CD-ROM-- allows a variety of media (text, graphics, sound, animation, and video) to be accessed on a single machine. It is used in the foreign language teaching as a new technology, while the present foreign language teaching is developing continuously. The characters of multimedia technology will hold an important position, which can’t be superseded in the field of foreign language teaching. It is playing an important role, whose advantages will be more and more obvious day by day. The multimedia resources are all linked together and learners can navigate their own path simply by pointing and clicking a mouse. Thus, multimedia technologies, which can provide stimulating, interactive and multisensory experiences to learners, can help teachers improve the quality and the appeal of their instruction. It can reveal the teaching content vividly, widen the students' knowledge, expand the information capacity of the teaching effectively, and enhance the teaching efficiency.
II. The Theoretical Base of Applying Multimedia in Primary English Teaching
A. Constructivism Theory
In general, constructivists believe that knowledge is individually and socially constructed by learners based on their interpretations of experiences in the world; Reality is constructed rather than discovered; Holistic way of thinking about the nature of learning; Holds that knowledge cannot exist in some complete form outside the learner and be internalized, stored, and reproduced at some later time; Knowledge as an interconnection among ideas; Perceive a community of learners connecting the personal experiences of each learner to the group and to the culture; The learning process must be concerned with the experiences and contexts that make the student willing and able to learn (readiness); The learning process should be designed to facilitate extrapolation and / or fill in the gaps (going beyond the information given); Learning in constructivism may be characterized as grasping meaning by the learner’s own construction, rather than being given to him / her in his / her experiences, according to how his / her understanding is currently organized.
Practice can not live without the guidance of theory. The emphasis of constructivism is placed on the learner or the student rather than the teacher or the instructor. The learner, therefore, constructs his/her own solutions to problems. Learner’s autonomy and initiative is accepted and encouraged. When teacher uses multimedia to assist primary English teaching, the teacher will be organizer, helper, director, and promoter. Teachers use the key learning elements, such as: scene cooperation, dialogue, and so on to inspire students’ interest and initiative sufficiently. Multimedia becomes cognitive tool of students to learn actively. Multimedia can help students to accomplish the construction of meaning.
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