浅谈英语传统教学与现代多媒体技术的整合

论文总字数：23413字

摘 要

随着科技的不断发展,多媒体技术作为一种教学手段已经走进了我们的课堂,传统的教学模式正面临极大的冲击,文章分析了传统教学与多媒体网络教学各自的利与弊,针对如何让两种模式互补进行思考和探索，最后提出应在两种模式取长补短的基础上，改进初中英语教学模式，在网络教学模式中融入传统模式的情感交流，提升教师专业知识水平，从而促进初中英语教学，适应我国外语教学发展的现状。在此基础上总结出一个理想的教学模式:传统教学与多媒体教学相结合。

关键词：传统教学；多媒体技术；整合

Contents

1. Introduction………………………………………………………………1
2. Literature Review…………………………………………………………1
3. Traditional English Teaching ....................................................…………...2

3.1 Advantages..………………………………………………………….2

3.2 Limitations………………………………………………………........3

1. Modern Multimedia Technology.......………..........................…………….4

4.1 Advantages………………………………………….....……………4

4.2 Disadvantages ………………………………………………………...5

1. Integration of Traditional and Multimedia English Teaching...................6

5.1 Integrating Teaching Methods ..................................................................6

5.2 Integrating Emotional Communication into Multimedia Teaching.............6

5.3 Establishing a Harmonious Relationship between Teachers and Students..7

5.4 Using Multimedia Flexibly...........................................................................7

6. Conclusion ………………………………………………………….……..8

Works Cited…………………………………………………………………9

1. Introduction

In recent years, multimedia technology is widely used in English teaching in junior high school , it has gradually transformed from a supporting role to a leading role. Some people even think that multimedia teaching will replace traditional teaching. However, people seem to ignore some problems and deficiencies that exist in the practice of multimedia teaching, multimedia teaching has some advantages and novelties, but it is impossible that multimedia teaching will completely replace traditional teaching . In the process of junior high school English teaching ,multimedia technology and traditional teaching should combine, so they can make their respective advantages complementary to each other.

2. Literature Review

Now the traditional teaching mode is stiff. In junior high school, teachers mostly use the model that teachers are the main speaker, students will be taught as a supplementary role. Now some English class widespread the phenomenon of the "one-man". Students can not take the initiative in learning in English class, students will reduce motivation inevitably. Moreover, in junior high school students will bear large pressure. so stiff mode of learning will lead to reduce students’ learning efficiency. In the long term, if an English teacher do not mobilize students’ enthusiasm in English class, students’ ability in initiative and innovation will decline, if s student can not develop a student’s self-learning ability and creative ability , so in the future students will be eliminated inevitably in this intense society. (Gao Fangzheng, 2013: 12). Then I will talk about a existing research results which is Generative Theory of Multimedia Teaching. This theory is put forward by Dr. Richard .E. Meyer. It concerns how to present information in order to promote people"s understanding, it is an important theoretical basis for learning, teaching and the design of digital learning materials. The theory talks that when only learners participate in all stages of thinking in cognitive processing actively , meaningful learning will occur. Learners learning from materials including text and images, learning depth is better than simple text material; Compared to learning material that contains unrelated elements, learning material excluding irrelevant text, sound, video and other elements can promote learners better. When animation and explanation present together in the multimedia materials, the effect that using multimedia material is better than animation and explanation presented in isolation; the text on the page or screen renders corresponding to screen is better than isolation to make students learn better. (Wang Jianzhong, 2013: 10)

3. Traditional English Teaching in Junior High School English

3.1 Advantages

In the traditional classroom, it is easy for teachers to create a positive atmosphere through their centripetal force and then put together students" ideological cohesion. Teachers and students can easily establish a close relationship through contacting face to face, so learning becomes a friendly communication. Teachers can make flexible adjustments according to student"s timely reaction to your teaching in the classroom. Teachers can organize various teaching activities according to the needs of teaching in the classroom and so on. Traditional teaching focuses on basic skills training in class, English teachers will take the form of writing on the blackboard to allow students to take notes easily. Teachers can also emphasize student"s weaknesses and repeat training based on the student"s specific circumstances and past experiences, then they can take a personalized counseling based on student"s personality, abilities and other specific circumstances. Teachers can communicate with students by the body language, facial expressions and verbal prompts, this way can enliven classroom atmosphere. Teachers should adjust teaching methods and programs based on students" facial expressions, it can make class flexible. Traditional teaching also have another special feature is that teaching activities are often interspersed among the students, it is a two-way communication that full of emotion between teachers and students. When asking students questions, you can go in front of the students, give students a small sound good reminder, or make timely supplement for students. Good teachers will be clear in mind, she stands in front of the students, they can create a classroom atmosphere with vivid language, vivid metaphor, decent body language and student exchanges. Students can plug in the teacher"s words at any time, teachers and students can discuss or communicate at any time, which is the indispensable link in English language teaching. At the same time, it can improve the students" oral English, listening and comprehension.

3.2 Limitations

While traditional English teaching in junior high school has many advantages, it also has many limitations. Traditional teaching model is simple relatively. Teaching in classroom is flat , and it mainly relies on teachers" language organization. Information in traditional classroom is not enough and time-consuming. Traditional English teaching in junior high school is centered as a teacher, there are fewer opportunities for students to use the language and do hearing exercise in the classroom; and traditional subject emphasizes on grammar and reading too much, so students often ignore hearing; Teachers are good at splitting the language into fragmented syntax and vocabulary and classifying them and finally explaining to students. This method deviates from the essence of language usage, they do not focus on practicality; Many students don’t have any plans in independent study outside the classroom. Finally many students are uninterested in English. Traditional teaching mode is the model of "teach-accept", this mode emphasizes on that teachers are the center and attaches great importance to the teachers in the leading position of knowledge. Dozens of students with different learning methods learn to accept the same teachers relatively fixed teaching content, teaching progress and teaching mode, it is difficult to give full play to the student"s enthusiasm, initiative and creativity, so it’s hard to cultivate students" ability of English autonomous learning. Traditional English teaching often uses tape recorders, slides, etc., it contains a certain amount of information and plays a role in teaching, but it costs a long time to prepare, and the workload is heavy, it’s not easy to update, so finally the teaching effect is not ideal. Books become the most important source of students" knowledge. the amount of information is not big enough, the classroom teaching is relative isolation and the amount of knowledge is few. Teachers’ knowledge and teaching ability is essential, it can even irreparable defect ability of individual teachers.

1. Modern Multimedia Technology 

4.1 Advantages

Firstly, amount of information that carried by the multimedia course ware saves space and time, which greatly improve teaching efficiency and open up students’ visual field; Secondly, multimedia is full of picture and sound so it can mobilize the students" interest from the multi angle. Students are relatively weak at basics knowledge in junior high school, many students’ interests in learning is not high, the teacher can design virtual talking scene according to students’ professional characteristics to make teaching skills come true. It can both meet the students" curiosity and expand the think, learning and using at the same time. Then, applying information technology in English teaching in junior high school can enrich the content of the classroom and stimulate student interest in learning. Teachers can take advantages of students’ breeziness and liking performance characteristics, using information technology to turn textbook knowledge into audition material to improve the efficiency of classroom teaching. Teachers can broadcast something related to class by multimedia, let students experience the relationship between English and life, mobilize their enthusiasm in describing their life situations by English to improve learning efficiency. Teaching with multimedia technology has a distinctive feature, the traditional teaching don’t have enough teaching methods and teaching time, teachers can just teaching only select main contents in a lesson. If the teacher added auxiliary teaching information too much, teaching may not be completed within the stipulated time. After having access to multimedia English teaching in junior high school, teachers can use multimedia to show the information related to class’s contents to assist in teaching. The amount of information has increased comparing with the traditional teaching, the content of classroom teaching extends. The characteristics of network English teaching is to use the multimedia technology, then form graphic audio-visual teaching system and the vivid image of the teaching method, this teaching method makes up for that the traditional teaching method is the lack of visual sense, stereo feeling, it increases the amount of information. Especially for abstract knowledge content, the use of images, animation, video and so on to make the students produce pleasure, not only can attract the attention of students, enhance the teaching effect, but also can give full play to students" learning initiative, enthusiasm and creativity of thinking, it is advantageous to the exertion of students" personality and innovation consciousness.

4.2 Disadvantages of Multimedia Teaching

Teaching assisted with multimedia is still in its early stages of development, so it is not perfect, there are also some disadvantages. The first disadvantage is that teaching pay more attention to teaching form and look down on the contents. It is easy for teachers to overlook the overall design process of teaching, they almost use computer equipment or multimedia course ware in each teaching step students focus much on course ware effect so they can not concentrate on teaching content. (Liu Hao, 2013: 221-222) Although some teachers’ multimedia course ware is beautiful, students are .not clear about the teaching key and difficult, they can’t distinguish what is primary and what is secondary; In class they show a lot of beautiful pictures, sometimes they will broadcast a movie or an English song, A lesson seems beautiful, but the end of the class they realized nothing important. Many teachers’ teaching has such problems. Multimedia is a method of teaching, teachers should clearly identify that its purpose is multimedia services teaching. The second disadvantage is when using multimedia teaching, we will find that many students don"t take notes, ask its reason, they are consistent with the answer is "no time to do", because multimedia conversion is faster, taking notes will delay the lectures; In order to expand the capacity of the classroom, many teachers will input important conclusions directly into the computer before class when they use multimedia teaching methods to save time , but this method ignores student"s acceptance and recording, it is not conducive to develop students’ abstract thinking and generalization ability. Final disadvantage is that teacher-student relationship gradually becomes indifferent in the process of multimedia teaching, when teachers teach teachers with multimedia, they are engaged in the operation of the multimedia platform. The eye contact between teachers and students are replaced by multimedia agency, students are also busy in keeping up with the progress of the course ware and ignored the communication with the teachers, the close and harmonious relationship between teachers and students in the teaching process was overshadowed by media, teachers and students transfer a little emotional. Professing knowledge and learning knowledge become a mechanical operation.

1. Integration of Traditional and Multimedia English Teaching

5.1 Integrating Teaching Methods

Each teaching method has its own characteristics and function, so the teachers select the appropriate teaching methods based on the actual course content to complement each other. For example, if an English grammar lesson related to the abstract knowledge of English, we should take the traditional teaching approach, give full play to the advantages of teachers’ language arts and humor, teachers’ body language also allows students and teachers to have better emotional communication. But if contents in class is associated with the Western cultural background or customs, we should use multimedia teaching. Collaborate learning by the integrated interface consisting of via sound and images to strengthen the students" sensory stimulation, it can make teaching content perspective, visual and vivid, when playing multimedia pictures, teachers should explain properly to enable students to deepen the impression, content can be easy to remember, finally students can improve learning efficiency.

5.2 Integrating Emotional Communication into Multimedia Teaching

In the multimedia classroom, teachers can just only be fixed in front of a screen to control mouse, they lack of interaction and emotional communication with students. Loving child is the most important thing in life teacher(Suhomlinski, 1986: 101). In a class, the teacher not only impart knowledge, but also have emotional interaction with students. In multimedia class, teachers often neglect students" mental and emotional, they don’t change teaching methods and content commensurately, there are fewer opportunities to communicate directly with students. Teachers should develop the strengths of the traditional teaching model, tap emotional factors in textbooks fully through flexible demonstration activities in the classroom, make the use of recess time to strengthen the emotional communication between teachers and students. teachers can extend emotional education to extracurricular by using modern means of communication, that means exchanging with students through the second -classroom activities, such as English party, English radio, English salon, English drama, interest groups, English website etc. Extracurricular exchanges between teachers and students can help make up both cognitive between them and short of emotional exchange between teachers and students, it’s beneficial for students to deepen the emotional exchanges between teachers and students. Deepening exchanges can gain emotional communication between teachers and make them contact closer, deepen emotions will promote student learning English, thus forming a virtuous circle.

5.3 Establishing a Harmonious Relationship between Teachers and Students

The concept of people-oriented win support among the people in the education sector. In the process, centering as students and giving full play to students’ subjectivity have become teachers’ favorite teaching method. However, something can not be overlooked is that presenting a discourse or dialogue with multimedia material means just presenting students text and audio language, it can not replace students’ communicative practice in designing scenarios, so it can also not replace students" thinking training. Therefore, when teachers produce course ware, they should reflect students" initiative and creativity fully to promote students thinking，speaking, and participating in actively. Teachers can not use excessive multimedia course ware just for pursuing modernization. When teachers use multimedia course ware, they should be good at guide students thinking, rather than limit their thinking to follow the teacher passively.

5.4 Using Multimedia Flexibly

Rather than use multimedia mechanically and rigidly, teachers should use it flexibly. In teaching process, many teachers course ware bound by too much and play freely too little. In fact, multimedia classroom teaching should be flexible. Teachers should combined teaching materials according to different levels, different backgrounds and interests to link teaching and learning, reading and practicing naturally to maintain smooth and natural teaching. To create a relaxed and harmonious classroom environment, let the students actively speak, using different levels of multimedia software according to different students, if the condition allows, teachers even can control the progress of the students’ practice in order to achieve their best teaching effect. We should also have a reasonable allocation of multimedia and other teaching tool(such as: blackboard, chalk, etc),and arrange a reasonable time about multimedia and students" thinking and group discussions in order to achieve the best teaching effect. In the process of integrating them, there are some notes. Firstly,teachers can not use multimedia technology as the only means of teaching and ignore the traditional teaching methods. In fact, not each lesson is suitable for the use multimedia technology, in class not all content will need to use multimedia technology to explain, when explain heavy and difficult knowledge , the teacher must explain fully , if necessary, they must use the blackboard. Multimedia technology teaching should combine with traditional teaching to give full play to its advantages of modernity, so we can get a multiplier effect. (Duan Weijuan, 2014: 183) Secondly, Junior high school students is distracted, in normal circumstances, when students" concentration relaxes, using multimedia can evoked students’ interest and make students’ spirits rouse; when the vital teaching content need to strengthen, using multimedia to protruding teaching points can have a multiplier effect; when students blocked their idea or have learning difficulties, using multimedia to break the difficulty of teaching can help students develop think ability. Finally, according to the actual situation about classroom activities, make a choice about designed teaching programs, and combine with traditional teaching methods. For some teaching content, it is not appropriate to use multimedia, so teachers must be willing to remove.

6. Conclusion

We always need to understand that we should be clear about position of multimedia, it is a bridge or an intermediary in order to highlight the important and difficult in teaching, the goal is for the classroom services, it plays a supporting role primarily. In teaching, it is a supporting role rather than the protagonist, it is only a teaching method or tool not all teaching. In teaching, students and teachers are in a dominant position, teachers should manage multimedia course ware reasonably to make it better for the teaching services to achieve better teaching results, we should make multimedia course ware serve the English truly.

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