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分析多媒体辅助小学英语教学的优势 [4]

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:13989

论文字数:4000论文编号:org201002041021389372语种:英语论文 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

ile students act as the passive knowledge-receivers. People regard a number of roles of teachers in the teacher-fronted classroom as controller in eliciting nationality words; as corrector of pronunciation; as organizer in the pair work.
B. Classroom as a Training Center of Students
In the classroom there is a phenomenon that teachers make books as standard. Students do not have their own minds. Teachers and books are regarded as truth. Teachers regard teaching as training. By the boring training there is no change, no passion, and no creation in the classroom. Teachers ask students to have the same behaviors, the same thoughts and words. There is a phenomenon that teacher is like an emperor; the book is like a law; the students are like slaves.
C. Classroom as a Stage of Knowledge Instillation
Some teachers regard class-teaching process as process of knowledge points’ instillation. The learners are accustomed to being passively spoon-fed with grammatical rules and vocabulary that they have few chances to use. There is little or no room for the learners’ independent thoughts, as if learning is a straightforward reflection of teachers’ actions. Consequently, learners often feel disoriented, lose confidence and fail to pinpoint their goals in learning.
D. Classroom as a Stage of the Same Teaching Mode
In the classes of traditional primary, people always see the same teaching behaviors, the same teaching strategies and the same teaching mode. Teachers use a chalk, a book and a blackboard to teach students all the time. Teachers’ teaching plan is nearly the same and even their teaching methods are nearly the same. Teacher is the core of class, but the students are audiences. In the class, the students have no thoughts, no behavior and no opposition.
IV. The Advantages of Applying Multimedia in Primary English Teaching
Learning is a collaborative process. Students prefer working with a partner than working alone. The professor Leu (1996) adds that: “Students often learn about complex multimedia environments by showing each other cool things.” Thus, through collaborative technology activities, students benefit from working with each other. Multimedia has also created a great way to communicate with people in different cultures. For instance, the internet offers a worldwide learning environment which has made communication fast and affordable. That’s why nowadays so many “visual universities” spring up like mushrooms.
Learning is an active process. Learning is a natural, integral and ubiquitous part of living; not something handed as a package to somebody else. In today’s language classes, the teacher’s role should shift from “sage on the stage” to “guider on the side,” while students should actively search for and explore answers instead of receiving standard interpretations. Multimedia helps this shifting process for teaches and students. Multimedia provides a stage for the real world where students observe, think, question, organize and test their ideas. Unlike libraries, the multimedia is a living medium that offers updated information—enriched by graphic and animation—helps students to solve real life problems.
A. The Teaching Features of Multimedia
1. Electronization and Visualization
Multimedia is integrative carrier which is combined with sounds, graphic imageries, flashes, and so on. Teaching content is conveyed by visual and auditory medium. Pictures and letters are all included in the 论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。
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