多媒体在英语教学中的应用(1)(4)
2017-08-08 01:33
导读：Fifthly, integration of four skills. "The variety of media make it natural to combine reading, writing, speaking and listening in a single activity."[13] Finally, a major advantage of multimedia is th
Fifthly, integration of four skills. "The variety of media make it natural to combine reading, writing, speaking and listening in a single activity."[13]
Finally, a major advantage of multimedia is that "it facilitates a principle focus on the content, without sacrificing a secondary focus on language form or learning strategies". [14]
2.4 The major differences between traditional English teaching mode and the English teaching of using multimedia as assistance
Take Unit 18 New Zealand in Senior English for China Student's Book 1B for example. This unit mainly introduces the nature and the culture of New Zealand. Under the mode of traditional English teaching, what teachers focus on is the language form (grammar) rather than the content, such as, making a list of the functions of the word "it", for example, "to use 'it' as subject". [15] Oppositely, using multimedia as a teaching tool, the content is the focus. By using multimedia, more background knowledge can be given. Then, a world map, a New Zealand map and even a short film about New Zealand can be provided, and students are asked to discuss in groups. Thus, they can have a general idea of the real situations in New Zealand. Moreover, their interest is aroused. Einstein ever said, "Interest is the best teacher". [16] So even the important grammar points seem to be not so boring and intolerable.
And the table below summarizes the major differences between traditional English teaching mode and multimedia as a new teaching tool (Experiential Model). It is adapted from Nunan, 2001.Table: Teacher’s role and view of knowledge in traditional and experiential educational models compared [17]
DimensionTraditional ModelExperiential Model
1.View of learningTransmission of knowledgeTransformation of knowledge
2.Power relationEmphasis on teacher's authorityTeacher as "learner among learners"
3.Teacher's roleProviding mainly frontal instruction; professionalism as individual autonomyFacilitating learning (largely in small groups); collaborative professionalism
4.Learner's roleRelatively passive recipient of information; mainly individual workActive participation, largely in collaborative small groups
5.View of knowledgePresented as "certain"; application in problem-solvingConstruction of personal knowledge; identification of problems
6.View of curriculumStatic; hierarchical grading of subject matter, predefined content and productDynamic; looser organization of subject matter, including open parts and integration
7.Learning experiencesKnowledge of facts, concepts and skills; focus on content and productEmphasis on process; learning skills, self-inquiry, social and communication skills
8.Control of processMainly teacher-structured learningEmphasis on learner; self-directed learning
9.MotivationMainly extrinsicMainly intrinsic
10.EvaluationProduct-oriented: achievement testing; criterion-referencing (and norm-referencing)Process-oriented: reflection on process, self-assessment; criterion-referencing
