多媒体技术与大学英语教学模式新探
摘要
2001级英语语言文学专业研究生:甘玲玲 指导教师:陈吉棠 教授
大学英语,作为非英语专业学生的一门基础课程,由于传统的教学模式影响,其发展受到一定的局限。因此,在传统的英语学习环境中教学模式的改革很难取得革命性的突破。大学英语一直以来面临着传统的教学模式和手段所无法解决的现实问题。大学英语教学的改革是近年来教育部门关注的一个焦点问题。为了提高大学英语教学的质量和效率,教育主管部门和师生双方都做了长期不懈的努力,但是结果却往往不尽如人意。
近年来,随着信息技术,数字以及视频技术的快速发展,多媒体技术及其在各个领域的应用,尤其是在教育领域的实践应用,已进入了一个新的发展时期。有关数据显示,近年来在国际学术期刊和论坛上发表的有关教育技术的学术文章中,有70%至80%与多媒体技术有关。多媒体技术的应用已经成为教育技术发展的主流。在我国,多媒体技术辅助外语教学在外语领域引发了一场新的革命,对教育的改革和教育现代化产生了深远的影响。在相关的外语教学理论的指导下,多媒体技术在辅助大学外语教学方面显示了其强大的优势,它不仅为英语教学提供了丰富多彩和真实的语言学习环境,使教师和学生拥有更多获取大量英语信息和知识的途径,重要的是,它使现代外语教学理念产生质的变化,从而促进英语教学朝着现代化教学模式迅速发展。现代外语教学理论的指导和多媒体技术的应用,使人们对大学英语的主干课程,如精读、泛读和听说课程的新型模式的探讨成为现实。一些基于多媒体技术的大学英语学习模式,如个人学习模式和小组学习模式,已经成为学生课后开展英语学习活动和巩固所学知识的有效模式。
然而,基于多媒体技术的大学英语课程新模式的研究必须考虑以下几个方面因素:特定的教学目标、英语课程的特点、学生的认知特点、情感因素、教学材料、学生的英语水平和兴趣爱好以及教学过程的传统与现代方法相结合实施,这些还需要在教学实践中进一步探讨。由于利用多媒体技术辅助大学英语教学尚处于一个兴起和发展阶段,教学过程面临的问题,如多媒体课件的设计、制作及应用、多媒体教学资源的共享、新型教学模式的建立及教学评估等等,毫无疑问将经历一个自我发展与完善的长期过程。
作者在对多媒体技术应用于大学英语教学情况的调查分析的基础上,以外语教学理论、学习理论、信息传播论等理论为指导,通过自身的具体教学实验和个案研究,试图对大学英语的精读、泛读,听说教学及个人学习和小组学习的教学模式进行进一步的探讨,并获得一定的有益的感性认识。同时也提出了一些有待进一步探讨的问题和假想。
Postgraduate: Gan Lingling Supervisor: Professor Cheng Jitang
Influenced by the traditional teaching modes, college English teaching (CET), which is considered as one of the fundamental course for non-English majors, has been confronted with certain limitations. Therefore, the revolutionizing breakthrough can not be made under the traditional English learning environment and the CET has been confronted with lots of realistic existing problems that the conventional teaching modes and approaches can not solve. The reforming of CET has become one of the highlights of the Ministry of Education in recent years and many efforts have been made to improve the quality and efficiency of CET. However, the results are not so satisfactory as expected.
In recent years, in tune with the rapid development of the information age and the digital, audio-visual technology, multimedia technology and its application has also entered a new era of development in the people’s life, especially in the academic field. According to some statistics, in the past few years, 70% to 80% of the published theses about educational technology on the international academic publications or symposiums are concerned with multimedia and thus the application of multimedia technology is now rapidly becoming the mainstream in the development of educational technology. In China, integrating multimedia technology into foreign language teaching has brought about a new revolution in FLT and has a far-reaching influence on the reforming and modernization of the education. Based on the related modern foreign language teaching and learning theories, multimedia technology has shown its vast advantages in assisting and facilitating CET. It not only provides richer and more authentic language learning environment and enables both teachers and students to have more access to the enormous English information and materials, but more importantly, it changes the modern teaching and learning theories fundamentally and makes it possible for English teaching developing in terms of modern teaching modes. With the guidance of foreign language teaching and learning theories and the application of multimedia technology, the exploring of the new modes of the major college English courses, such as intensive and extensive reading, listening and speaking, become possible. Moreover, some new college English learning modes, which based on multimedia technology, such as the individualized learning and cooperative learning modes for students’ after-class English learning and reinforcement have become the effective modes.
However, the hypothesis and analysis of the new modes of CET should be made with the consideration of the following factors, such as certain desired teaching objectives, the characteristics of the English course, students’ cognitive and affective
domain, teaching materials, students’ English levels and their interests as well as the combination of traditional and modern approaches. Also, the new modes need further improvements during the field teaching and learning experiences. Since integrating multimedia technology into CET is still on the beginning stage, many problems may emerge during the teaching process, such as the appropriate use, designing and making of the multimedia courseware, the sharing of multimedia teaching and learning materials, the establishment and evaluation of the new modes and so forth and it will be undoubtedly undergoing a long process of self-development and improvement.
By the detailed and careful investigation and analysis of the current situation of integrating multimedia technology into CET and with the guidance of foreign language theories, learning theories and the communication theories, the thesis is trying to conduct a series of new analysis of the major modes for CET including intensive and extensive reading course modes, listening and speaking modes, individualized learning and cooperative learning modes with the practical demonstration or case study of field teaching and some beneficial accumulations have been achiev
大学英语,作为非英语专业学生的一门基础课程,由于传统的教学模式影响,其发展受到一定的局限。因此,在传统的英语学习环境中教学模式的改革很难取得革命性的突破。大学英语一直以来面临着传统的教学模式和手段所无法解决的现实问题。大学英语教学的改革是近年来教育部门关注的一个焦点问题。为了提高大学英语教学的质量和效率,教育主管部门和师生双方都做了长期不懈的努力,但是结果却往往不尽如人意。
近年来,随着信息技术,数字以及视频技术的快速发展,多媒体技术及其在各个领域的应用,尤其是在教育领域的实践应用,已进入了一个新的发展时期。有关数据显示,近年来在国际学术期刊和论坛上发表的有关教育技术的学术文章中,有70%至80%与多媒体技术有关。多媒体技术的应用已经成为教育技术发展的主流。在我国,多媒体技术辅助外语教学在外语领域引发了一场新的革命,对教育的改革和教育现代化产生了深远的影响。在相关的外语教学理论的指导下,多媒体技术在辅助大学外语教学方面显示了其强大的优势,它不仅为英语教学提供了丰富多彩和真实的语言学习环境,使教师和学生拥有更多获取大量英语信息和知识的途径,重要的是,它使现代外语教学理念产生质的变化,从而促进英语教学朝着现代化教学模式迅速发展。现代外语教学理论的指导和多媒体技术的应用,使人们对大学英语的主干课程,如精读、泛读和听说课程的新型模式的探讨成为现实。一些基于多媒体技术的大学英语学习模式,如个人学习模式和小组学习模式,已经成为学生课后开展英语学习活动和巩固所学知识的有效模式。
然而,基于多媒体技术的大学英语课程新模式的研究必须考虑以下几个方面因素:特定的教学目标、英语课程的特点、学生的认知特点、情感因素、教学材料、学生的英语水平和兴趣爱好以及教学过程的传统与现代方法相结合实施,这些还需要在教学实践中进一步探讨。由于利用多媒体技术辅助大学英语教学尚处于一个兴起和发展阶段,教学过程面临的问题,如多媒体课件的设计、制作及应用、多媒体教学资源的共享、新型教学模式的建立及教学评估等等,毫无疑问将经历一个自我发展与完善的长期过程。
作者在对多媒体技术应用于大学英语教学情况的调查分析的基础上,以外语教学理论、学习理论、信息传播论等理论为指导,通过自身的具体教学实验和个案研究,试图对大学英语的精读、泛读,听说教学及个人学习和小组学习的教学模式进行进一步的探讨,并获得一定的有益的感性认识。同时也提出了一些有待进一步探讨的问题和假想。
Postgraduate: Gan Lingling Supervisor: Professor Cheng Jitang
Influenced by the traditional teaching modes, college English teaching (CET), which is considered as one of the fundamental course for non-English majors, has been confronted with certain limitations. Therefore, the revolutionizing breakthrough can not be made under the traditional English learning environment and the CET has been confronted with lots of realistic existing problems that the conventional teaching modes and approaches can not solve. The reforming of CET has become one of the highlights of the Ministry of Education in recent years and many efforts have been made to improve the quality and efficiency of CET. However, the results are not so satisfactory as expected.
In recent years, in tune with the rapid development of the information age and the digital, audio-visual technology, multimedia technology and its application has also entered a new era of development in the people’s life, especially in the academic field. According to some statistics, in the past few years, 70% to 80% of the published theses about educational technology on the international academic publications or symposiums are concerned with multimedia and thus the application of multimedia technology is now rapidly becoming the mainstream in the development of educational technology. In China, integrating multimedia technology into foreign language teaching has brought about a new revolution in FLT and has a far-reaching influence on the reforming and modernization of the education. Based on the related modern foreign language teaching and learning theories, multimedia technology has shown its vast advantages in assisting and facilitating CET. It not only provides richer and more authentic language learning environment and enables both teachers and students to have more access to the enormous English information and materials, but more importantly, it changes the modern teaching and learning theories fundamentally and makes it possible for English teaching developing in terms of modern teaching modes. With the guidance of foreign language teaching and learning theories and the application of multimedia technology, the exploring of the new modes of the major college English courses, such as intensive and extensive reading, listening and speaking, become possible. Moreover, some new college English learning modes, which based on multimedia technology, such as the individualized learning and cooperative learning modes for students’ after-class English learning and reinforcement have become the effective modes.
However, the hypothesis and analysis of the new modes of CET should be made with the consideration of the following factors, such as certain desired teaching objectives, the characteristics of the English course, students’ cognitive and affective
domain, teaching materials, students’ English levels and their interests as well as the combination of traditional and modern approaches. Also, the new modes need further improvements during the field teaching and learning experiences. Since integrating multimedia technology into CET is still on the beginning stage, many problems may emerge during the teaching process, such as the appropriate use, designing and making of the multimedia courseware, the sharing of multimedia teaching and learning materials, the establishment and evaluation of the new modes and so forth and it will be undoubtedly undergoing a long process of self-development and improvement.
By the detailed and careful investigation and analysis of the current situation of integrating multimedia technology into CET and with the guidance of foreign language theories, learning theories and the communication theories, the thesis is trying to conduct a series of new analysis of the major modes for CET including intensive and extensive reading course modes, listening and speaking modes, individualized learning and cooperative learning modes with the practical demonstration or case study of field teaching and some beneficial accumulations have been achiev
引文
Brumfit, C. J. 1980. Problems and Principles in English Teaching[M]. Oxford: Pergamon Press
Clark, R. E. 1994. Media and Methods[M]. Educational Technology, Research and Development
David Nunan 2000, Designing Tasks for the Communicative Classroom[C]. Cambridge University Press
Duffy, T. M. et al. 1991 Designing Environments for Constructive Learning[M]. Berlin: Springer-Verlag
Ellis, R. 1985. Understanding Second Language Acquisition[M]. Oxford: OUP
Ellis, R. 1992. Second Language Acquisition and Language Pedagogy[C]. Cevedon: Multilingual Matters
Fred Percival & Henry Ellington. 1999. A Handbook of Educational Technology (second version)[M]. Kogan Page. Lor Comp
GuyR, Lefrancois. 1985. Psychology for Teaching[C]. Wadsworth Publishing Company, Belmont, California, A Division of Wadsworth
Gary G. Bitter & Melissa E. Pierson. 1999. Using Technology in the Classroom[C]. Allyn & Bacon/ A Viacom Company 160 Gould Street, Meedham Heights, MA 02494
Gage, N. & Berliner, D. 1992. Educational Psychology (5th. Ed)[M]. Princeton, Newo Jersey: Houghton Mifflim Company
Gary R. Morrison. 1999. Integrating Computer Technology into the Classroom[M]. Prentne Hall, Inc. Simon & Schuster/ A Viacom Company Upper Saddle Ariver, New Jersy 07458
Holliday, A. 1994. Appropriate Methodology and Social Context[C]. Cambridge University Press
H. D. Brown. 2002. Principles of Language Learning and Teaching[M]. Foreign language Teaching and Research Press
H.Douglas Brown. 2001. Teaching by Principles: An interactive approach to language pedagogy[M]. Foreign language Teaching and Research Press
H. H. Stern. 1992. Issues and Options in Language Teaching[M]. Oxford University Press
Higgrins. 1995. Computer and English Learning[M]. Alex Publishing Corporation, 335, Chestnut Street, NJ, Intellect Ltd.
Hesse, M.G. 1975. Approaches to Teaching Foreign Languages[C]. Amsterdam: North-Holland Publishing Co.
JackC. Richards John Platt & Heidi Platt. 1998. Longman Dictionary of Language Teaching & Applied Linguistics[C]. Addison Wesley Longman China Limited
Jean Francois Rouet, Jarmo Levonen and Agnes Biardeau. 2001. Multimedia
Learning: Cognitive and Instructural Issues[C]. Pergamon
Krashen, S. D. 1982. Principle and Practice in Second Language Acquisition[M]. Oxford: Pergamon
Moore, D.M., Burton, J.K. Myers, R. J. 1996. Multiple-channel communication: The theoretical and research foundations of multimedia[C]. New York: Simon $ Schuster Macmillan
Mclaughlin, B. 1987. Theories of Second Language Learning[M]. New York: Edward Arnold
O’ Malley, J. and A. Chamot. 1990. Learning Strategies in Second Language Acquistion[C]. Cambridge, MA: GUP
Stern, H.H. 1996 Fundamental Concepts of Language Teaching[M]. Cambridge University Press
William Littlewood. 2000. Foreign and Second Language learning[M]. Cambridge University Press
Wong, P. Loh, C. S. 2000 Evaluating Computer-based Educational Resource, Integrating Technology into Teaching and learning[J]. National Institute of Education, US
戴正南,黄光远,1988,《教育技术与外语教学》[C],内蒙古大学出版社。
何高大,2002,《现代教育技术与现代外语教学》[M],广西教育出版社。
何克抗,1998,《现代教育技术》[C],北京师范大学出版社。
黄和斌,2001,《外语教学理论与实践》[M],译林出版社。
李克东,黄晓地等,1996,《多媒体技术教学应用》[C],电子工业出版社。
皮连生等译,加涅著,1999,《教学设计原理》[C],华东师范大学出版社。
盛群力,李志强,1996,《现代教学设计论》[C],浙江教育出版社。
王才仁,1996,《英语教学交际论》[C],广西师范大学。
尹俊华,庄榕霞,戴正南,2002,《教育技术学导论》[C],高等教育出版社。
张国良主编,1995,《传播学原理》[M],复旦大学出版社。
章伟民编著,1998,《教学设计基础》[M],电子工业出版社。
祝智庭,2000,《现代教育技术——走向信息化教育》[M],教育科学出版社。
董文周,孙凯,2001,《多媒体与外语教学改革》[J],《外语电化教学》第6期。
甘露,2002,《建构主义心理学及对大学外语教学改革的启示》[J],《外语电化教学》第4期。
胡应辉,2002,《谈以学生为中心的大学英语交际应用教学》[J],《山东外语教学》第4 期。
蒋林,2002,《第三代计算机辅助的教学软件在课堂教学中的应用》[J],《外语电化教学》第4期。
孔文,李清华,2002,《语言教学观与计算机辅助语言教学》[J],《外语电化教学》第4期。
罗伟,孔维斌,刘佳,2002,《大学英语多媒体教学法》[J],《外语电化教学》第10期。
刘新义,张京生,2001,《信息时代的外语教学》[J],《山东外语教学》第4期。
莫锦国,2002,《关于大学英语多媒体教学模式》[J],《外语电化教学》第10
期。
王东,2002,《利用信息技术创设英语学习情景》[J],《外语电化教学》第4期。
魏兰桂,2002,《二十一世纪外语教育之管见》[J],《山东外语教学》第4期。
袁晓宁,2000,《英国利兹大学外语电化教学一瞥》[J],《外语电化教学》第6期。
张肖莹,李天贤,2002,《建构主义理论与多媒体辅助大学英语教学》[J],《外语电化教学》第4期。
张松涛,2002,《建构主义的知识观和学习观》[J],《外语电化教学》第4期。
张红玲,2000,《现代外语教学的发展趋势和机辅外语教学》[J],《外语电化教学》第9期。
Clark, R. E. 1994. Media and Methods[M]. Educational Technology, Research and Development
David Nunan 2000, Designing Tasks for the Communicative Classroom[C]. Cambridge University Press
Duffy, T. M. et al. 1991 Designing Environments for Constructive Learning[M]. Berlin: Springer-Verlag
Ellis, R. 1985. Understanding Second Language Acquisition[M]. Oxford: OUP
Ellis, R. 1992. Second Language Acquisition and Language Pedagogy[C]. Cevedon: Multilingual Matters
Fred Percival & Henry Ellington. 1999. A Handbook of Educational Technology (second version)[M]. Kogan Page. Lor Comp
GuyR, Lefrancois. 1985. Psychology for Teaching[C]. Wadsworth Publishing Company, Belmont, California, A Division of Wadsworth
Gary G. Bitter & Melissa E. Pierson. 1999. Using Technology in the Classroom[C]. Allyn & Bacon/ A Viacom Company 160 Gould Street, Meedham Heights, MA 02494
Gage, N. & Berliner, D. 1992. Educational Psychology (5th. Ed)[M]. Princeton, Newo Jersey: Houghton Mifflim Company
Gary R. Morrison. 1999. Integrating Computer Technology into the Classroom[M]. Prentne Hall, Inc. Simon & Schuster/ A Viacom Company Upper Saddle Ariver, New Jersy 07458
Holliday, A. 1994. Appropriate Methodology and Social Context[C]. Cambridge University Press
H. D. Brown. 2002. Principles of Language Learning and Teaching[M]. Foreign language Teaching and Research Press
H.Douglas Brown. 2001. Teaching by Principles: An interactive approach to language pedagogy[M]. Foreign language Teaching and Research Press
H. H. Stern. 1992. Issues and Options in Language Teaching[M]. Oxford University Press
Higgrins. 1995. Computer and English Learning[M]. Alex Publishing Corporation, 335, Chestnut Street, NJ, Intellect Ltd.
Hesse, M.G. 1975. Approaches to Teaching Foreign Languages[C]. Amsterdam: North-Holland Publishing Co.
JackC. Richards John Platt & Heidi Platt. 1998. Longman Dictionary of Language Teaching & Applied Linguistics[C]. Addison Wesley Longman China Limited
Jean Francois Rouet, Jarmo Levonen and Agnes Biardeau. 2001. Multimedia
Learning: Cognitive and Instructural Issues[C]. Pergamon
Krashen, S. D. 1982. Principle and Practice in Second Language Acquisition[M]. Oxford: Pergamon
Moore, D.M., Burton, J.K. Myers, R. J. 1996. Multiple-channel communication: The theoretical and research foundations of multimedia[C]. New York: Simon $ Schuster Macmillan
Mclaughlin, B. 1987. Theories of Second Language Learning[M]. New York: Edward Arnold
O’ Malley, J. and A. Chamot. 1990. Learning Strategies in Second Language Acquistion[C]. Cambridge, MA: GUP
Stern, H.H. 1996 Fundamental Concepts of Language Teaching[M]. Cambridge University Press
William Littlewood. 2000. Foreign and Second Language learning[M]. Cambridge University Press
Wong, P. Loh, C. S. 2000 Evaluating Computer-based Educational Resource, Integrating Technology into Teaching and learning[J]. National Institute of Education, US
戴正南,黄光远,1988,《教育技术与外语教学》[C],内蒙古大学出版社。
何高大,2002,《现代教育技术与现代外语教学》[M],广西教育出版社。
何克抗,1998,《现代教育技术》[C],北京师范大学出版社。
黄和斌,2001,《外语教学理论与实践》[M],译林出版社。
李克东,黄晓地等,1996,《多媒体技术教学应用》[C],电子工业出版社。
皮连生等译,加涅著,1999,《教学设计原理》[C],华东师范大学出版社。
盛群力,李志强,1996,《现代教学设计论》[C],浙江教育出版社。
王才仁,1996,《英语教学交际论》[C],广西师范大学。
尹俊华,庄榕霞,戴正南,2002,《教育技术学导论》[C],高等教育出版社。
张国良主编,1995,《传播学原理》[M],复旦大学出版社。
章伟民编著,1998,《教学设计基础》[M],电子工业出版社。
祝智庭,2000,《现代教育技术——走向信息化教育》[M],教育科学出版社。
董文周,孙凯,2001,《多媒体与外语教学改革》[J],《外语电化教学》第6期。
甘露,2002,《建构主义心理学及对大学外语教学改革的启示》[J],《外语电化教学》第4期。
胡应辉,2002,《谈以学生为中心的大学英语交际应用教学》[J],《山东外语教学》第4 期。
蒋林,2002,《第三代计算机辅助的教学软件在课堂教学中的应用》[J],《外语电化教学》第4期。
孔文,李清华,2002,《语言教学观与计算机辅助语言教学》[J],《外语电化教学》第4期。
罗伟,孔维斌,刘佳,2002,《大学英语多媒体教学法》[J],《外语电化教学》第10期。
刘新义,张京生,2001,《信息时代的外语教学》[J],《山东外语教学》第4期。
莫锦国,2002,《关于大学英语多媒体教学模式》[J],《外语电化教学》第10
期。
王东,2002,《利用信息技术创设英语学习情景》[J],《外语电化教学》第4期。
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