论文写作试题A+18.docx
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论文写作试题A+18.docx
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论文写作试题A+18
ResearchonMultimedia-assistedEnglishConversationalTeachingforJunior-HighSchool
by
董璐
AthesispresentedtotheSchoolofEnglishEducationof
Xi’anInternationalStudiesUniversity
inpartialfulfillmentoftherequirements
forthedegreeof
BachelorofArts
Dec31,2013
Class:
2013-03
Advisor:
李方纪
西安外国语大学
毕业论文开题报告
姓名
董璐
性别
女
班级
10-3
学号
1025010305
毕业论文题目:
多媒体辅助下的初中英语会话教学研究
ResearchonMultimedia-assistedEnglishConversationalTeachingforJunior-HighSchool
任务起止日期:
2013年11月20日至2014年4月11日
毕业论文主要内容及参考文献:
新课程改革的一个主要内容就是现代科学技术推进教学改革进程,而多媒体集图文声像于一体,广泛应用于教学领域以新视角展示着英语的魅力与精髓。
因此,如何利用多媒体的众多优势,优化其在初中英语会话教学的研究大有必要。
目前,在这一研究领域已呈现出一些优秀的研究成果。
如,吉艳敏在«点化结合,打造高效英语课堂»中对多媒体技术与初中英语学科的整合教学进行思考和分析。
李琳的«初中教学运用多媒体的思考»中研究了初中辅助英语教学的优势与问题。
经过大量的文献对比分析后,我发现已有研究对于多媒体辅助下的初中英语教学研究缺乏较为系统的论述,研究者对于初中英语教学,尤其是会话教学研究较为匮乏。
本研究之所以选取初中英语会话教学作为研究对象,一方面,由于初中生面临的应试压力比较小,教师有较多时间实践,另一方面,基于初中教材分析,会话教学在初中课堂的比重比较大。
本文结合现有研究资料及实际初中课堂教学实践研究,从以下几个部分着重探析多媒体辅助下的初中英语会话教学研究:
概述部分,多媒体辅助教学与传统教学比较的优势,优化多媒体辅助教学在初中英语会话教学策略,具体情景教案设计应用。
希望能为初中英语教师在多媒体辅助下英语教学上尽绵薄之力。
参考文献:
Krashen,S.D.1961.SecondLanguageAcquisitionandSecondLanguageLearning.Oxford;PergamnPress.
王蔷.2006.英语教学法教程.高等教育出版社.
(2).
何克抗.1997.多媒体情景教学研究.高等教育出版.
指导教师(签名)
2013年11月29日
Acknowledgements
Itisalongandhardbutinterestingperiodformetofinishthispaper.Iwishtotakethisopportunitytoexpressmygratitudetothosewhohelpmeduringthiswritingprocess.
Duringtheprocessofwritingmypaper,IreceivedmuchstrictandefficientguidanceandencouragementfrommytutorLiFangJI.Iwouldliketotakethisopportunitytoexpressmysincereappreciationtoherforherpatienceandcarefulness.
ThenIwanttothankmyrespectableteachersofXi’anInternationalStudiesUniversityforpassingonknowledgetomeinmytwo-yearstudy.
Finally,Iwouldliketothankallthepeoplewhoparticipateinmyinvestigationandthosewhogivemehelpduringmywritingprocess.
关于多媒体辅助下初中英语会话教学研究
摘要:
新课程改革的一个主要内容就是现代科学技术推进教学改革进程,而多媒体集图文声像于一体。
因此,如何利用多媒体的众多优势,优化其在初中英语会话教学的研究大有必要。
目前,在这一研究领域已呈现出一些优秀的研究成果。
经过大量的文献对比分析后,我发现已有研究对于多媒体辅助下的初中英语教学研究缺乏较为系统的论述,研究者对于初中英语教学,尤其是会话教学研究较为匮乏。
本研究之所以选取初中英语会话教学作为研究对象,一方面,由于初中生面临的应试压力比较小,教师有较多时间实践,另一方面,基于初中教材分析,会话教学在初中课堂的比重比较大。
本文结合现有研究资料及实际初中课堂教学实践研究,希望能为初中英语教师在多媒体辅助下英语教学上尽绵薄之力。
关键词:
初中生;英语会话;多媒体;策略.
ResearchonMultimedia-assistedEnglishconversationalTeachingforJuniorHighSchool
Abstract:
Incontrastwiththetraditionalteachingmethods,multimediaassistedEnglishconversationalteachingshowsitsrelativeadvantages,suchas,efficient,realcontext,motivatingstudents.Therefore,optimizingstrategybasedonmultimediaassistedteachingisessentialforEnglishteachersinjuniorhighschool.
Keywords:
middleschoolstudents;Englishconversationteaching;strategies
1.Introduction1
2.LiteratureReview2
2.1teachingmethodsinmultimedia-assistedEnglishclass2
2.2teachingmethodsofEnglishconversation3
2.3relativeliteraturereviewhomeandabroad4
3.Therequirementsofmultimedia-assistedEnglishteaching5
3.1all-roundhardwirerequirements6
3.2qualifiedteachers7
3.3freshteachingconcepts8
4.Onmultimedia-assistedEnglishconversationalteaching9
4.1Theadvantagesofmultimedia-assistedEnglishconversationalteaching10
4.2relationshipbetweenmultimediaandlearning11
4.3relationshipbetweenmultimediaandteaching12
5.theplanofteachingprocessinmultimedia-assistedEnglishconversation.............13
5.1analysisofteachingobjective14
5.2teachingprinciples15
5.3teachingprocedure
5.3.1contextcreation1.
5.3.2teachingconversation1.
5.3.3practice1.
6.thestrategiesinoptimizingmultimedia-assistedenglishteaching1.
6.1theimprovementofthehardandsoftware1.
6.2all-rounddevelopmentofteacher1.
6.3teachingmethodsbasedonmultimedia1.
6.4Dueattentiontotheemotionofstudent1.
7.Conclusion......................................................................................................
8.References.......................................................................................................
Appendice......................................................................................................
1.Introduction
The21stcenturyisanInformationAgeaswellasaKnowledgeEconomyAge.Therapiddevelopmentandwideapplicationofcomputersofferbothgreatchallengesandopportunitiesforeducation.Asamedia,Internetisbecomingmoreandmoreimportantinourlifeandstudy.Undoubtedly,thewidespreadofmultimediatechnologyandtheadventoftheInternetcreatenewopportunitiesforlanguagelearningandexpandpossibilitiesforusingittosupportEnglishreadinginstruction.Withthebornofnewteachingmethodsandthedevelopmentofmoderneducation,educationisnot“achalk,ablackboard”anylonger.ItisimportanttoadoptthemodernisticintelligencetoolinChineseeducation.ApplyingmultimediaintoEnglishteachingistheinevitabletrend.Thisanalysisofmultimediainteachingistoprovidesomeassistancetoteachersattemptingtooptimallycombinetheirteachingwiththepowerofthetechnology.
Therearealreadysomestudieshomeandabroad.Inthehistoryofmultimediaassistedforeignlanguageteachingdevelopedalongtwodifferentclues.Thefirstisoriginatedinthe19thcenturyattheendoftheaudio-visualteaching,inthe'50sand'60softhe20thcentury,"audiolingualmethod"unifythewholecountry;MultimediaassistedforeignlanguageIntheteachingofthesecondpointofdeparturefromcomputer-aidedlanguageteaching.Intheearly50softhe20thcentury,therewillbeappliedComputerteaching,suchasSkinner.B.(1976)"smallstepstopresentinformation","inatimelymannertostrengthen".Programssuchasteachingexperiment.MultimediaassistedforeignlanguageteachingresearchinChinabeganinthelate1970sand80s,ZhangChong(1998)discussedtheuseofmultimediatechnologytoforeignlanguageteachingmayberelatedtothenewforeignlanguageteachingsystem.Howtall(1999)fromtheformation,developmentandcharacteristicsofmediatechnologyAuxiliaryteachingwillplayamoreandmoreimportantroleinlanguageteaching.XieChunhui(2004)foreffectiveutilizationnewtechnologytopromoteforeignlanguageteachinghascarriedonthesystemanalysis,givesSuggestionsforfutureresearchanddevelopmentofteaching.
Myresearchwilladoptthecombinationoftheactionresearchandtheinformativeresearch.Fortheactionone,Iwillvisitsomemiddleschool,observingandreflectingontheirconversationalteaching.Fortheinformativeone,refermorerelatedtheoriesandresearchesdonebyotherpeople,revisingonmyownresearch.
2.Literaturereview
2.1teachingmethodsinmultimedia-assistedEnglishclass
First,itisstereo-inputstrategy.Stereo-inputstrategyreferstotakingfulladvantagesofmultimediatechnologytoinputlanguagemessagesinvariousways.Forexample,teacherscancastthetextonthescreen,whichchangesthetraditionalmono-inputmeansandmakestheexplanationoftexteasier,thusimprovetheefficiencyofclasstime;teachersmayalsodownloadreadingmaterialsfromtheinternetwhiledealingwithtexts.Theymaychoosesomeinterestingbuteasycurrentnewsorstoriesmoreorlessrelatedtothetext.Thesematerialsmaybeusedasbackgroundinformationortogetstudentswarmedup.Audiohasbeenacomponentindistanceeducationfordecades.Mostlanguagelearnershavetheexperienceoflisteningtotapeandfollowingit.Audioiseffectiveandmorepersonalthantext.Thepronunciationscanalsobeveryusefulforlearners.Themultimediaequipmentfreesteachersfromcarryingataperecordertotheclassroomiftheywanttouseaudiomaterials.Englishteachersnowmayeasilygetsomeaudiofilessuchaswav,mp3orramfromCDsorInternettoplayinclass.Theymayalsodownloadsomelatestaudionewsprogramsandthecorrespondingtextsfromsomeforeignbroadcaststationwebs.What’smore,Englishteachersmayfindvideofunctionofmultimediaverypotentialtoimprovestudents’learning.Thevideodiscussedherereferstoanykindofmotionpicturesincludingdocumentaryfilms.Features,cartoons,flash,andsoon.
Second,multichannelcommunicationstrategy Communicationsbetweenteachersandstudents,studentsandstudentsareveryimportantinmodernsociety.Manystudentsoftencomplainthattheycannotfindtheirteachersfrequentlysotheycannotcommunicatewiththeirteacherseffectively,tosomeextent,itproducesanegativeinfluenceonstudents’motivationoflearning.Intheteachingprocess,studentsandteachersareinteractingwiththecoursejustasteachersandstudentsinteractingwiththeenvironment.Thepre-setteachingobjectivecanonlybegainedintheteachingprocessofinteraction,inter-assistanceandinter-promotion. ThequickdevelopmentofmultimediaandInternetoffersalotofconvenientchannelsforthesecommunications.Withtheeasyaccesstointernet,studentscansurfonInternetandvisitnumerouslanguagelearningwebs,wheretheycanacquiremoreinformationaboutthelanguageofEnglish.TheycanchatinEnglishwithotherEnglishlearnersornativeEnglishspeakers.Astotheintercommunicationswithteachersandotherpeerstudents,theycanusemobiletexts,QQ,MSN,emails,Blogandpersonalpages.Manystudentssendtheirmailstotheboxevenaftertheygraduatefromthecollege.Thesechannelscannarrowthegapbetweenteachersandstudentsandimprovetherelationshipbetweenteachersandstudents.Consequently,students’questionscanbeansweredquicklyandtheyarewillingtoposemorequestionsan
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