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2021年2月7日发(作者：国家税收政策)

CONTENTS

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ACKNOWLEDGEMENTS

Abstract

(in

Engl ish)…………………………………………………………………

..1

Abstract (in Chinese) …………………………………………………………………

.1

Ⅰ

Introduction……… ………………………………………………………………

...1

1.1Multi-Media

With

Erroneous

Zones

…… …………………………………………1

1.1.1

Erroneous

Zone

1……………………………………………………………2

1.1.2

Erroneous

Zone

2……………………………………………………………2

1.1.3

Erroneous

Zone

3……………………………………………………………2

1

.1.4

Erroneous

Zone

4……………………………………………………………3

Ⅱ

Countermeasures

……… …………………………………………………………

.3

2.1

Unsuitable

Operation

……………………………………………………………

4

2.2

Over

stimulation

In

Co urseware…………………………………………………4

2.3 V

ague Content with Automatical Transformation…………………………………5

2.4 Neglect Of Teachers’ Function……………………………………………………5

Ⅲ

Conclusion…………………………………………………………………… ……

..6

3.1 Prospect

in

English Teaching……………………………………………………

...6

3.2 Personal Opinions of Further Research……………………………………………6

BIBLIOGRAPHY

………………………………………… …………………………

.7

DECLARATION

Discussion on the Application of Multi-media

In English Teaching

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Abstract

: With the rapid development of computer and popularization of the network, the present

teaching pattern that still uses t

raditional teaching method “

one chalk, one b

lackboard” seems to

be unable to meet the requirements in the present society any longer, and English

teaching is no

exception. The introduction of the multi-media teaching method to the English class has been one

of the tendencies to the development of English teaching. But the misuse of the modern tools will

surely result in the bad effect to English teaching. So English teachers should take an active part in

the research of how to use the

multi-media teaching

method in English teaching and try to avoid

its misuses.

Key words:

multi-media; English teaching; overcome

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摘要：

< br>随着电脑和网络的迅速发展，那种

“一盒粉笔，一块黑板”的传统教学模式的应用 已

远远不能满足现代社会对教学的需要。

英语教学也不例外。< /p>

怎样将多媒体运用于英语教学已

成为教育趋势，

< br>但是一旦错误使用多媒体英语教学，

将导致教学障碍从而给英语教学带来负

面效果。英语教学者应当积极从事研究与克服多媒体英语教学的弊端。

（

300

字以内）

关键词：

多媒体；英语教学；克服

< /p>

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І

Introduction

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The

application

of

multi-media

in

English

teaching

has

broken

the

traditional

2

teaching

pattern

“

one

chalk,

one

blackboard

”

.

It

processes

the

words,

images,

voice

and

animation

and

other

information

by

the

computer

and

forms

an

all-around

teaching system. It is not only a good medicine to the Chinese student with their mute

English but also benefit to the improvement of students

’

language ability and students

’

subjective

initiative shall

be

fully

developed. It

can

improve teaching efficiency and

teaching quality effectively.

1.1

Erroneous Zones in the Use of Multi-Media

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；加粗）

Multi-media teaching is a brand news teaching model and poses a new challenge

to

teachers.

If

it

is

used

improperly

or

used

with

erroneous

zones

in

rational

knowledge, it can bring much bad effect to the teaching.

1.1.1 The use of the multi-media as the leading

teaching

methods

(

与二级标题相

同；加粗

)

There

are

many

outstanding

strong

points

in

multi- media

teaching

comparing

with

the

traditional

teaching.

But

it

is

not

valid

everywhere.

It

has

both

advantages

and disadvantages. Some teachers cannot see the advantages and disadvantages of the

multi-media

in

their

teaching

and

cannot

exploit

to

the

fully

the

multi- media

’

s

favorable

conditions

and

avoid

unfavorable

ones.

They

cannot

use

the

multi- media

and

ignore

the

function

of

teacher.

The

multi-media

teaching

programs

of

theirs

are

only

the

accumulation

of

letters,

images,

and

the

contents

of

books,

just

like

a

refurbished

version of the book. There

is

no

innovation

in their class.

They just show

the

multi-media

teaching

program

in

their

English

class

and

teacher

just

like

a

projectionist.

Teacher

become

the

slave

of

the

multi- media

and

cannot

be

as

the

leading teaching main subject.

1.1.2

The

change

of

the

“

Teacher

Teaching

”

into

“

Machine

Teaching

”

and

the

ignorance of the main teaching status of students

The

multi-media

teaching

encourages

students

to

combine

speaking

and

practice

and

to

strengthen

the

memory

.

But

some

teachers

consider

that

advanced

teaching

methods

must

bring

the

advanced

teaching

ideas.

Some

teachers

use

the

3

multi-media as the teaching tools.

Teacher still acts as

the center of the teaching and

students are still the passive accepter. Force-feed type educates still

give

full

play to

their remarkable skill (Bernard, 1995

；

210).

(

夹注方法：

1.

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学者用

last name

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1.1.3 The replacement of the Student- to-Teacher with Student-to-Machine.

There

is a

very

friendly

interface

in

the

multi- media teaching program. Students

can choose different study content according to their own practical study standard and

their

own

interests.

But

this

does

not

mean

that

teacher

can

give

up.

Teaching

is

a

mutual activity

to both

teacher and students. Teacher and students can communicate

with

each

other

by

talk,

information

commutation

and

feedback

to

implement

teaching

plan

and

accomplish

teaching

target

(Christopher,

1986:

46).

If

the

multi- media

is

used

blindly

in

teaching

processing,

only

think

a

lot

of

student- to-machine talk and ignore the student-to-teacher communication, the relation

between

the

student

and

teacher

will

become

dim

as

time

passes.

Further

more,

the

relation

between

the

student

and

teacher

will

become

dim

as

time

passes.

Further

more,

the

multi-media

will

be

cold

reception

by

students.

The

enchantment

of

the

class does

not exist any

more and the teaching effect

is seriously

influenced. How we

can

make

the best

use of

the

multi-media

teaching program and

how

to

improve our

teaching effect is left to every teacher.

1.1.4 The misunderstanding of multi-media method

Some

teachers

pursue

the

newest

high

technology

and

braveness

simply

,

make

the teaching program

to

the achievement

exhibition of the

multi- media

teaching and

cannot

use

the

multi- media

to

put

the

axe

in

the

helve

that

cannot

be

solved

in

the

traditional

teaching. They do

not

look the

multi-media as the assistant teaching

tool.

They make the multi-media teaching program very beautiful and flaming, but this just

detracts students

’

attention and bothers students

’

observation. We

must know

that

the

multi- media assistant teaching is not only the art, but also the science. As the assistant

English teaching software, solving the problems met in English teaching should be the

4

primary

.

We

should

look

the

actual

effect

of

the

software,

not

emphasis

on

the

eyewash.

Ⅱ

Countermeasures

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；

加粗）

The countermeasures are the measures and the remedies which the educators can

take

measures

to

correct

the

misunderstandings

or

misusing

of

multi-media

English

teaching.

2.1

（二级标题小

4

号；字体：

Times New Roman

；加粗）

Take the

man as the primary and adopt the

advantages of

the

multi-media. When

we

make the multi-media teaching program, we must know that it is only and can be only

the assistant teaching tool for our teaching. Students and teacher should be always the

primary

.

Teacher

is

the

leading

and

students

are

the

principal

part.

With

the

interposition of

multi- media,

teacher

is

less participated

in

the class

and students

are

more

active

in

the

class.

But

this

does

not

mean

that

teacher

is

not

the

leading

any

longer,

Teacher

is

always

the

designer

of

the

class,

exponential

of

the

study

and

the

organizer

of

the

class.

The

teaching

art

is

improved.

Teacher

should

pay

more

attention

to

giving

students

advices.

Further

more,

teacher

should

set

up

his

own

teaching

style

in

his

multi-media

teaching

program

to

make

his

lessons

more

vivid

and

vigorous.

Every

teacher

must

not

be

controlled

by

the

multi-media.

The

multi-media

teaching

program

is

not

the

repeat

of

the

hook,

not

the

relish

of

the

lessons,

it

is

the re-creation which can

meet the requirement of teaching contents and

students' practical cites by teacher.

2.2

Pay

attention

to

actual

effect

and

be

intent

on

nothing

but

usefulness.

Although

computer

has the

function of

multi-media and super-media,

it can only be a

media

in

teaching

program.

Some

teachers

take

it

as

all-media.

They

cannot

look

the

multi-media

computer

all

round

from

the

sides

of

media.

They

use

computer

to

complete

every

thing

they

can

do.

The

blackboard

is

only

the

ornament

within

their

vision and computer becomes another book to students.

As we all know,

the

function

of

the

multi-media does

not always

work. We

must

think over when,

where and

how

5

the

multi-media should be

used

in teaching. Y

ou are to be sure

to keep

in

mind that

multi-media

cannot

be

misapplied

anywhere.

It

should

serve

the

teaching.

The

multi-media teaching program is bad or good should be reflected by its teaching

result.

When

we

use

multi-media,

we

must

proceed

from

actual

conditions

and

pay

attention to actual

effect. Teaching

mistake will be

made

if

you

follow

the

fashion of

applying multi- media everywhere. Once a teacher applied multi- media in his teaching

for only five minutes but all the other teachers attend the lesson felt that was the most

successful multi-media lesson they had ever attended. Thus it can be seen that the use

of

the

multi- media

is

one

not

of

quantity

but

of

quality

.

Moreover,

when

we

use

multi-media

as

the

teaching

tool,

we

should

also

study

intensively

the

teaching

materials and

have a definite object

in

view. None but

in this way can the application

of the multi-media in teaching make the finishing point.

2.3

Center

on

the

teaching

material

and

grasp

the

main

point.

To

gain

the

teaching

goal, the percept can be presented

to students

visually with

the

usage of

multi-media

and

students

are

impressed

by

the

voice,

image

or

color

to

set

aroused

students'

interests

in

studying,

make

them

concentrate

on

the

class

more

carefully,

more

steadily and

more actively

(Gary

G

Bitter, 1989: 229).

But

in

many practical classes,

some multi-media teaching program departures the teaching goal more or less because

teacher

ignores the careful research on the teaching

goal and teaching

material. As an

example,

some

English

multi-media

teaching

programs

use

a

lot

of

phonotype,

videotape,

pictures,

images,

some

editing

and

rearrangement

of

historical

film

or

people

dialogue

to

introduce

the

background

of

the

text,

which

makes

students

understand

the

lesson

more

difficultly

and

can

not

learn

knowledge

better.

We

must

know, sometimes, it is very necessary for us to use media to help us in teaching, but if

we cannot use multi-media in a good time and use too much media information in our

class,

the

teaching

goal will be dim to students.

It

is

necessary

to adopt

multi-media

properly

in

teaching,

but

going

too

far

is

as

bad

as

not

going

far

enough.

When

the

multi-media bring into play its roll, we must think over the best time and best method

we

use

it so that we can

help students solve problems. Remember

that

you

mustn't a

6

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