多媒体技术在英语教学中运用的有效性研究

nbsp;teaching  method  can also draw  students’  interest. When study In the study of Unit 6-“Do you like bananas?”, there are so many kinds of food  in  this  Unit.  Most  students  have  a great expectation  to  learn  this  unit,  so the writer can teach this unit in the way that students are interested in. In the first class of the unit, the writer used two minutes to draw some food on the blackboard. And the students make made use of their break time to draw a lot of their favorite food on the blackboard, and in the class they have had more interest in learning the new words. Third, nowadays  the  “task”  teaching,  cooperative learning,  inquiry  learning, classroom  activities  can well  in  the  traditional  teaching  methods.  Even some activities with the conditions of the multimedia can be completed without the help of multimedia. It  reflects  the  complementary relationship  between  traditional English teaching  and multimedia  teaching.  Both  of  them  can help  to  develop  students’ multiple intelligence. 

2.2 Theoretical Basis

Just like Beatty (2005) defined in the Computer-assisted Language Learning:  “Constructivism is a humanistic model which suggests that learning is a process by  which  learners  construct  new  ideas or  concepts  by  making  use  of  their  own knowledge and experiences”. Knowledge is not an unmodified object but constructed through an individual’s own experience .Education understanding of objective  things  and  meaning construction, pay attention to the initiative, sociality and situational learning, against the existing simple imparting of knowledge (He, 2002). Piaget regarded knowledge as a process of natural construction. With these experiences, it is possible for learners to build their schemes schemas of the world, change the structure of their old knowledge, and determine the intake of new knowledge. In a constructivism model, the learner is assumed to have a wealth of knowledge and a set of experiences before coming to the classroom. And the teacher as a helper and a guider can arouse students’ interest to generate the learning motivation, creating a  practical teaching environment. It helps to  Eencourage  reflective thinking  in  learners  and providing  provide clues  to  connect  some  new  information what that the students are already known. Just like what Glaserfeld has said, that with teaching  applied  with multimedia  and  instructed with  constructivism the ory,  the teacher's  role  is  becoming  more  and  more  complex,  because  the  teacher  not only should finish the teaching contents and guide classroom activities, but also should pay attention to the  classroom  feedback  of  the  use  usingof  the  multimedia  teaching . In  all,  constructivism  not only  advocates  students’  subject status, but also emphasized emphasizes teacher’s auxiliary guidance function.

Chapter Three Methodology ......... 21 

3.1 Research Questions ........ 21 
3.2 Research Design ............. 21
3.3 Research Procedure ........... 24
3.4 Data Collection ............. 24 
Chapter Four Results and Analysis ..................... 26
4.1 Current Situation of Multimedia Application in CFLS ......... 26 
4.2  Att