畢業(yè)論文-a study on the application of multimedia in english teaching in middle school

ABSTRACTMULTIMEDIA,ANADVANCEDMEDIAWHICHCONSISTSOFSOUND,PICTURESANDANIMATION,ISBEINGAPPLIEDTOENGLISHTEACHINGANDLEARNINGBYMOREANDMORETEACHERSANDSTUDENTSINMIDDLESCHOOLUSINGMULTIMEDIAINTEACHINGANDLEARNINGHASMANYBENEFITSBUTINUSUALCONTACTWITHTEACHERSANDSTUDENTSOFMIDDLESCHOOL,ITISFOUNDTHATTHEYHAVESOMEVIEWPOINTSABOUTMULTIMEDIATEACHING,SOTHEREISMUCHVALUEANDMEANINGTOMULTIMEDIAAPPLICATIONINENGLISHTEACHINGINMIDDLESCHOOLTHEPURPOSESOFTHETHESISARETHEPRESENTSITUATIONANDTHEMAINPROBLEMSOFMULTIMEDIAAPPLICATIONINENGLISHTEACHINGINMIDDLESCHOOL,ANDTHENFINDOUTSOLVEMETHODSTHERESEARCHQUESTIONS1WHATARETHETEACHERSANDSTUDENTSVIEWPOINTSOFENGLISHTEACHINGWITHMULTIMEDIA2WHATISARETHEPROBLEMSSTUDENTSRUNINTOWHILETEACHERSARECONDUCTINGENGLISHTEACHINGWITHMULTIMEDIA3WHATARETHEBESTMETHODSTORESOLVETHEEXISTINGPROBLEMSTHISRESEARCH,THROUGHQUESTIONNAIRESURVEY,INVESTIGATEDSOMERANDOMLYCHOSENTEACHERSANDSTUDENTSOFCHANGJINO4MIDDLESCHOOLANDCHOOSESTHEGRADETWOSTUDENTSTHROUGHSURVEYANDANALYSIS,ITISFOUNDTHATTHEMAINPROBLEMSEXISTINGINMULTIMEDIATEACHINGOFENGLISHAREASFOLLOWS1STUDENTSCANNOTTAKENOTESEFFECTIVELYBECAUSEOFTHEHIGHSPEEDOFCOURSEWARE2MULTIMEDIATEACHINGNEGATIVELYREDUCESTHEOPPORTUNITIESOFEMOTIONALEXCHANGEBETWEENTEACHERSANDSTUDENTSBECAUSEOFTHECHANGEFROMINTERPERSONALCOMMUNICATIONTOMANMACHINECOMMUNICATIONINCLASSROOM3MULTIMEDIACOURSEWAREOFTENSERVESASAPLATFORMFORGATHERINGMATERIALSANDINFACTBECOMESANELECTRONICVERSIONOFTHETRADITIONALSPOONFEEDINGEDUCATIONTHUS,MANYSTUDENTSBECOMETHEPASSIVERECIPIENTSOFINFORMATIONINCLASS4MULTIMEDIATEACHINGISNOTCONDUCIVETOTHETRAININGOFSTUDENTSSPOKENENGLISHTOACERTAINEXTENTINRESPONSETOTHESEISSUES,UNDERTHEGUIDANCEOFTHETHEORYOFCONSTRUCTIVISMANDHUMANISM,EXPLOREDTHEMETHODSANDMEASURESINORDERTODEALWITHTHEEXISTINGISSUESANDPROPOSEDTHERELATEDSUGGESTIONSASFOLLOWS1BUILDINGASCIENTIFICCLASSROOMTEACHINGMODE2DESIGNINGPRACTICALMULTIMEDIACOURSEWARE3STRENGTHENEMOTIONALCOMMUNICATIONWITHSTUDENTS4FURTHERHIGHLIGHTTHEMAINROLEOFSTUDENTSINLEARNINGKEYWORDSMULTIMEDIAENGLISHTEACHINGINMIDDLESCHOOLSUGGESTION摘要多媒體這一集聲音、圖畫、動畫于一體的先進(jìn)媒體正被越來越多的學(xué)校應(yīng)用到英語教學(xué)中。利用多媒體輔助教學(xué)的好處是不言而喻的，但在平時與中學(xué)師生的接觸中，發(fā)現(xiàn)他們對多媒體教學(xué)存在一些看法，因此研究多媒體在初中英語教學(xué)中的運用有重要的理論意義和現(xiàn)實價值。本課題旨在研究多媒體在初中英語教學(xué)中的運用和所存在的問題，從而找出解決的方法。本課題的研究問題包括1教師和學(xué)生對多媒體英語教學(xué)的觀點是什么2當(dāng)教師在使用多媒體英語教學(xué)時學(xué)生會遇到哪些問題3解決現(xiàn)存問題有效的方法是什么本課題采用問卷調(diào)查的研究方法，對昌吉州四中初二年級部分教師和學(xué)生進(jìn)行隨機性的調(diào)查。通過調(diào)查與分析，發(fā)現(xiàn)多媒體英語教學(xué)中存在的主要問題是（1）課件播放的速度較快，學(xué)生不能記全筆記；（2）多媒體教學(xué)使師生之間的情感交流減少，人際對話變成人機對話；（3）多媒體課件往往是一種材料的聚集平臺，是傳統(tǒng)填鴨式教學(xué)的電子版，故學(xué)生還是被動的信息接受者；（4）多媒體教學(xué)在一定程度上不利于學(xué)生英語口語水平的培養(yǎng)和提升。針對這些問題，本文以建構(gòu)主義、人本主義為指導(dǎo)，探究解決問題的方法。提出（1）要建立科學(xué)的英語課堂模式；（2）設(shè)計實用性的教學(xué)課件；（3）加強與學(xué)生的情感交流；（4）進(jìn)一步凸顯教學(xué)中以學(xué)生為中心的特點。關(guān)鍵詞多媒體，初中英語教學(xué)，建議CONTENTSACKNOWLEDGEMENTSIABSTRACTII摘要III1INTRODUCTION111BACKGROUNDOFTHESTUDY112SIGNIFICANCEOFTHERESEARCH113FRAMEWORK22LITERATUREREVIEW321DEFINITIONOFMULTIMEDIA422THERELATEDRESEARCHESATABROADANDHOME4221RESEARCHESABROAD4222RESEARCHESATHOME523THEORETICALBASISOFTHERESEARCH5231CONSTRUCTIVISM5232HUMANISM63RESEARCHDESIGN731RESEARCHQUESTIONS832SUBJECTS833INSTRUMENTS834DATACOLLECTIONS84RESULTSANDANALYSIS941RESULTSOFTHEQUESTIONNAIRESFORSTUDENTS1042RESULTSOFTHEQUESTIONNAIRESFORTEACHERS125CONCLUSION1451MAJORFINDINGS1552SUGGESTIONS15521BUILDINGASCIENTIFICCLASSROOMTEACHINGMODE15522DESIGNINGPRACTICALMULTIMEDIACOURSEWARE16523STRENGTHENEMOTIONALCOMMUNICATIONWITHSTUDENTS16524FURTHERHIGHLIGHTTHEMAINROLEOFSTUDENTSINLEARNING1753LIMITATIONSOFTHERESEARCH18REFERENCES18APPENDIXES191INTRODUCTION11BACKGROUNDOFTHESTUDYOWINGTOTHEGLOBALIZATION,THEENGLISHLANGUAGEISTAUGHTASTHESECONDLANGUAGEINMOSTNONENGLISHSPEAKINGCOUNTRIESALLOVERTHEWORLDHOWEVER,ENGLISHTEACHINGINNONENGLISHSPEAKINGCOUNTRIESFACESMANYTROUBLESALARGENUMBEROFSTUDENTSCOULDNOTBEACTIVATEDINENGLISHLEARNINGMANYSTUDENTS,ESPECIALLYSTUDENTSINMIDDLESCHOOLS,LOSETHEIRINTERESTSATTHEINITIALPERIODBECAUSEOFTHEBORINGLEARNINGCONDITIONANDATMOSPHERETHEREPRESENTATIVEOFCOGNITIVEPSYCHOLOGYJSBRUNER1963BELIEVEDTHATTHEBESTSTIMULUSFORLEARNINGISTHEINTERESTTOTHETEACHINGMATERIALSTOTHESTUDENTS,INTERESTWILLDIRECTLYAFFECTTHEIRSTUDYEFFECTTHEREFORE,INENGLISHTEACHING,THETEACHINGAIDISUNAVOIDABLEHUMANSUNDERSTANDINGISFROMVIVIDDIRECTVIEWINGTOTHEABSTRACTTHOUGHT,ANDFROMABSTRACTTHOUGHTTOPRACTICE,THEREFORE,TEACHINGMUSTSTRENGTHENTHEIMAGETOBEDIRECTVIEWINGIFTHETEACHERAPPROPRIATELYUTILIZESTHETEACHINGAIDSINTHECLASSROOM,ITCANSTRENGTHENTHETEACHINGDIRECTVIEWING,INCREASETHEKNOWLEDGEDENSITY,BREAKTHROUGHTHEDIFFICULTIES,GIVEPROMINENCETOTHEKEYPOINTS,REDUCETHEBURDENOFSTUDENTSFORREMEMBERINGANDUNDERSTANDING,ANDENHANCETHESTUDENTSINTERESTWITHTHERAPIDDEVELOPMENTOFSCIENCEANDTECHNOLOGYANDTHEADVENTOFTHEDIGITALREVOLUTION,CHANGESHAVETAKENPLACEINALLAREASOFSOCIETY,WITHNOEXCEPTIONINFOREIGNLANGUAGETEACHINGINTODAYSCHINA,THETRADITIONALTEACHINGMODEITSELFCANNOTADAPTTOTHISNEWTECHNOLOGICALREVOLUTION,ANINCREASINGNUMBEROFMIDDLEENGLISHTEACHERSHAVEGRADUALLYREALIZEDTHEPOWEROFTHECOMPUTERANDMAKEITASSISTTHEIROWNTEACHINGOFENGLISHTHEREFORE,ANEWTEACHINGMODEL,NAMELY,MULTIMEDIAASSISTINGENGLISHTEACHINGMODELHASCOMEINTOBEINGMULTIMEDIATECHNOLOGYTEACHINGREQUIRESANEFFECTIVEAPPROACHTOPRESENTAGREATDEALOFAUTHENTICBACKGROUNDINFORMATION,WHICHAROUSELEARNERSINTERESTANDESTABLISHALIVINGBACKGROUNDCONTEXTUNDOUBTEDLY,MULTIMEDIATECHNOLOGYNATURALLYBECOMESAGOODCHOICEFORLANGUAGETEACHING12SIGNIFICANCEOFTHERESEARCHTHEMULTIMEDIATEACHINGISOFGREATSIGNIFICANCEFORENGLISHTEACHINGINMIDDLESCHOOL,WHICHBRIEFLYSPEAKINGCANBEJUDGEDFROMTHREEASPECTSFIRSTLY,SUCHATEACHINGMODEISONEOFTHEMAJORDIRECTIONSOFTHEPRESENTTEACHINGREFORMWITHTHEFASTERDEVELOPMENTOFSCIENCE,TECHNOLOGYANDTHEUSEOFINTERNET,THEEDUCATIONALFIELDISPOSITIVELYINFLUENCEDGREATLYANDSURELYBENEFITSALOT,ANDASARESULT,THEDOMINANTTRADITIONALTEACHINGMODEDOESNTADJUSTTOTHEREQUIREMENTSOFMODERNTEACHINGANDTHENEEDOFOURSOCIETYFORQUALIFIEDGRADUATESTHUS,ITISNATURALTHATTHEMODERNTEACHINGTOOLSHAVETOBEAPPLIEDBYTEACHERSINTEACHINGINORDERTOCREATEAMODERNLEARNINGENVIRONMENTFORSTUDENTSTOACQUIREASMUCHKNOWLEDGEASPOSSIBLESECONDLY,THEMAINSIGNIFICANCEOFDISCUSSINGTHEMULTIMEDIATEACHINGCANHELPTEACHERSCREATEREFLECTIVETHINKINGFORTHEPURPOSEOFOPTIMIZINGTHEIRTEACHINGWEALLKNOWTHATEVENTHOUGHMULTIMEDIATEACHINGOWNSMUCHADVANTAGES,ITSDISADVANTAGES,WHICHAREEXISTINGSIMULTANEOUSLY,AREEASILYNEGLECTED,WHICHCANRESULTININEFFICIENTTEACHINGRESULTSANDUNSATISFYINGUSEOFMODERNMEDIATHROUGHTHENECESSARYRESEARCH,WECANCERTAINLYATTAINSOMEUNDERSTANDINGOFTHEREASONSFORTHEEXISTINGPROBLEMSANDSOMEINSIGHTSFOROPTIMIZINGMULTIMEDIATEACHINGBYMAKINGFULLUSEOFALLTHETEACHINGRESOURCESTHIRDLY,THISRESEARCHNOTJUSTCONCERNSTEACHINGBUTALSOLEARNINGINTHEPREVIOUSRESEARCHES,LEARNINGWITHTHEHELPOFMULTIMEDIAISMOSTLYIGNOREDTHEPRESENTRESEARCHWILLTAKELEARNERSASTHEMAINSUBJECTS,FROMWHICHWECANKNOWMUCHBETTERTHEOPINIONSFROMTHELEARNINGSIDE,THUSITCANCONTRIBUTEALOTTOTHESUCCESSOFTHEMULTIMEDIATEACHING,FORASUCCESSFULMULTIMEDIATEACHINGRELATESTOMANYFACTORS,INCLUDINGSTUDENTSLEARNINGHABITS,ATTITUDE,MOTIVATION,METHODSASWELLASTHESKILLOFOPERATINGCOMPUTERREMEMBER,ALLTHEABOVEFACTORSARECERTAINTOEXERTSOMEINFLUENCEUPONTHETEACHINGMODE13FRAMEWORKTHEPRESENTTHESISCONSISTSOFFIVECHAPTERSCHAPTERONEOUTLINESTHENECESSITY,BACKGROUNDANDSIGNIFICANCEOFTHERESEARCH,ANDPOINTSOUTTHEOVERALLSTRUCTUREOFTHETHESISCHAPTERTWOISABOUTLITERATUREREVIEW,WHICHREVIEWSALLSTAGESOFTHEDEVELOPMENTOFCOMPUTERASSISTEDLANGUAGETEACHINGANDTHERELATEDPRACTICEANDRESEARCHOFMULTIMEDIATEACHINGATHOMEANDABROADCHAPTERTHREEDESCRIBESTHEENTIREPROCESSOFTHESURVEY,CLASSOBSERVATIONANDPRESENTSTHEDATA,INFORMATIONANDANALYSISOFTHEMCHAPTERFOURISREVEALSTHEEXISTINGPROBLEMSANDEXPLORESSOMERELATEDCOUNTERMEASURESCHAPTERFIVEISTHECONCLUSION2LITERATUREREVIEW21DEFINITIONOFMULTIMEDIADIFFERENTPEOPLEWITHDIFFERENTPURPOSEMIGHTDEFINEMULTIMEDIADIFFERENTLYACCORDINGTONUNAN1999MULTIMEDIAISANYCOMPUTERBASEDPRESENTATIONORAPPLICATIONTHATINTEGRATESONEORMOREOFTHEFOLLOWINGELEMENTSTEXTANIMATION,VIDEO,GRAPHICS,ANDAUDIOITCANALSOBEDEFINEDASINFORMATIONPRESENTEDINMORETHANONEFORMAT,SUCHASTEXT,AUDIO,VIDEO,GRAPHICS,ANDIMAGESLITERALLY,MULTIMEDIAMEANSTWOORMOREMEDIATEXTANDGRAPHICSTHEFIGURESNEVERTHELESS,WHENMOSTPEOPLEREFERTOMULTIMEDIA,THEYGENERALLYMEANTHECOMBINATIONOFTWOORMORECONTINUOUSMEDIA,THATIS,MEDIAHAVINGTOBEPLAYEDDURINGSOMEWELLDEFINEDINTERVAL,USUALLYWITHTHEUSERSPARTICIPATIONINPRACTICE,THETWOMEDIAARENORMALLYAUDIOANDVIDEO,THATIS,SOUNDPLUSMOVINGPICTURESGE,199922THERELATEDRESEARCHESATABROADANDHOME221RESEARCHESABROADITISALONGHISTORYMORETHANAHALFCENTURYOFTHERESEARCHOFMULTIMEDIATEACHINGANDLEARNINGABROAD,ESPECIALLYINTHEUNITEDSTATESTAYLOR1980EXPRESSEDTHATCOMPUTERASSISTEDLANGUAGELEARNINGPROGRAMSCANBEWONDERFULSTIMULIFORSECONDLANGUAGELEARNINGNUNAN1999REPORTEDTHAT“INTERACTIVEVISUALMEDIAWHICHCOMPUTERSPROVIDEDSEEMTOHAVEAUNIQUEINSTRUCTIONALCAPABILITYFORTOPICSTHATINVOLVESOCIALSITUATIONSORPROBLEMSOLVING,SUCHASINTERPERSONALSOLVING,FOREIGNLANGUAGEORSECONDLANGUAGELEARNING”P26CHENGCHIEHLAIEDUCATIONDOESNOTINVOLVEMERELYTRANSMITTINGPIECESOFKNOWLEDGEABRAHAMMASLOWSUGGESTSAHIERARCHYOFNEEDSTHATISUSUALLYPRESENTEDINTHEFORMOFAPYRAMIDMASLOWSIDEASABOUTHUMANNEEDFULFILLMENTPOINTSOUT“THEIMPORTANCEOFESTABLISHINGASECUREENVIRONMENTWHERELEARNERSFEELTHATTHEYBELONGANDWHERETHEYCANBUILDUPSELFRESPECTBYRECEIVINGRESPECTFROMOTHERSWILLIAMSLEARNERSSHOULDBEENCOURAGEDTOMAKEACHOICEFORTHEMSELVESINWHATANDHOWTHEYLEARNTEACHERSSHOULDKNOWSTUDENTSASINDIVIDUALSANDSEEKTOUNDERSTANDTHEWAYSINWHICHTHEYMAKESENSEOFTHEWORLDTHEREFORE,TEACHERSSHOULDPROVIDEANOPTIMALCONDITIONFORINDIVIDUALIZEDANDGROUPLEARNINGOFANAUTHENTICNATURETOTAKEPLACEMAIWILLASSISTTHETEACHERSTOREALIZETHEGOAL3RESEARCHDESIGNTHEPURPOSESOFTHEPRESENTRESEARCHARETOFINDOUTTHEEXISTINGPROBLEMSOFMULTIMEDIAAPPLICATIONSINENGLISHTEACHINGINMIDDLESCHOOLBYANALYZINGTHEFIRSTHANDINFORMATIONANDDATAGAINEDFROMTHEWAYOFQUESTIONNAIRES,OBJECTIVELYANDTHEORETICALLY31RESEARCHQUESTIONS1WHATARETHEVIEWPOINTSOFENGLISHTEACHINGANDLEARNINGWITHMULTIMEDIA2WHATISARETHEPROBLEMSSTUDENTSRUNINTOWHILETEACHERSARECONDUCTINGENGLISHTEACHINGWITHMULTIMEDIA3WHATARETHEBESTMETHODSTORESOLVETHEEXISTINGPROBLEMS32SUBJECTSTHESUBJECTSOFTHEQUESTIONNAIRESARE110STUDENTSAND10TEACHERSWHOARECHOSENFROMCHANGJINO4MIDDLESCHOOLANDTHEWRITERCHOOSETHEGRADETWOSTUDENTSTHATHAVEANALYZETHECURRENTSITUATIONOFTHEAPPLICATIONOFTHEMAI33INSTRUMENTSTHEWRITERADOPTSQUESTIONNAIRESTOCONDUCTTHISRESEARCHTHEREARETWOPARTSFORQUESTIONNAIREONEISFORSTUDENTSUBJECTS,WHICHCONSISTSOF19MULTIPLECHOICEQUESTIONSSEEAPPENDIX1ANDABOUT110STUDENTSTOLEARNABOUTTHESTUDENTSOPINIONANDATTITUDETOWARDTHEAPPLICATIONOFMULTIMEDIAINENGLISHTEACHINGTHEOTHERONESEEAPPENDIX2ISFORTHETEACHERSUBJECTSANDABOUT10TEACHERSLEARNABOUTTHETEACHERSVIEWANDATTITUDETOTHESAMEQUESTIONTHERECOVERYOFTHERATEIS10034DATACOLLECTIONSASTOTHEQUESTIONNAIRES,THEYAREDISTRIBUTEDTOTHEPARTICIPANTSINREGULARCLASSESINEACHCLASS,THETEACHERSETASIDEABOUTTENMINUTESFORTHESTUDENTSTOFINISHTHEQUESTIONNAIREAFTERTHEDISTRIBUTIONOFTHEQUESTIONNAIRES,THEPARTICIPANTSANSWERSAREINPUTINTOCOMPUTEREXCELSTATISTICALANALYSISAREUSEDTOANALYZETHEM4RESULTSANDANALYSIS41RESULTSOFTHEQUESTIONNAIRESFORSTUDENTSTHEQUESTIONNAIREFORSTUDENTSISFORINVESTIGATINGTHREEKINDSOFPROBLEMS1STUDENTSVIEWSABOUTTHEPRESENTMULTIMEDIATEACHINGMODE2GENERALUNDERSTANDINGOFMULTIMEDIATEACHING3EVALUATIONOFTEACHINGEFFECTWITHMULTIMEDIATHEPRESENTAUTHORWILLPRESENTTHERESULTSONEBYONELOOKATTHEFOLLOWINGTABLETABLE31STUDENTSVIEWSABOUTTHEPRESENTMTMODEITEMSQUESTIONS12345Q10040485711430Q122111452325638030Q13357142861857286NOITEMQ1430223164221310106Q15101241238693266352GENERALLYSPEAKING,1STANDSFORSTRONGAGREEMENT2FORINCLINEDAGREEMENT3FORGENERALAGREEMENT4FORDISAGREEMENTAND5FORSTRONGDISAGREEMENT1）ACCORDINGTOTHESTATISTICALDATAOFTHETABLE31,ALTHOUGH8857OFTHESTUDENTSARESATISFIEDWITHTHEMULTIMEDIATEACHINGEQUIPMENT,YETNONESHOWSSTRONGESTSATISFACTION4857JUSTSHOWGENERALAGREEMENTQ10NEARLY92OFTHESTUDENTSAGREEWITHTHEVIEWTHATTHETEACHINGRHYTHMRUNSSOQUICKLYTHATSTUDENTSCANNOTWRITEDOWNNOTESINTIMEWHILEONLY8OFTHEMCHOOSETHEOPPOSITEANSWERDISAGREEMENTQ10MOREOVER,ONEPOINTNEEDSTOBEMENTIONEDTHATNONEOFTHESTUDENTSHOLDSTRONGDISAGREEMENTASFORQ13,3571OFTHESTUDENTSMAINTAINTHATITSAGOODWAYFORTEACHERSTOHANDOUTTHEPRINTEDCOURSEWAREFORTHEYCANGETMORETIMETOINTERACTWITHTHEIRTEACHERSWHILE4286OFTHESTUDENTSTHINKITSNOTAVERYGOODWAYFORTHEYWILLEASILYDISTRACTTHEIRATTENTIONIFTHEYDONTMAKENOTESQ14REVEALSTHAT6839OFTHESTUDENTSTHINKTHATMULTIMEDIATEACHINGTENDTOLEADTO“ELECTRICIRRIGATION”ANDQ15REVEALSTHAT6382OFTHESTUDENTSTHINKTHATMULTIMEDIATEACHINGISJUSTANEVERSIONOFTHETRADITIONALSPOONFEEDINGTEACHING”ALLINALL,THEDATAINDICATESTHATTHEPRESENTTEACHINGMODEISNOTPERFECT,WITHAFEWPROBLEMSINCLUDEDFIRST,MANYSTUDENTSTHINKTHATTHERHYTHMRUNSSOQUICKLYTHATSTUDENTSCANNOTWRITEDOWNNOTESINTIMESECOND,MULTIMEDIACOURSEWAREOFTENSERVESASAPLATFORMFORGATHERINGMATERIALSANDINFACTBECOMESANELECTRONICVERSIONOFTHETRADITIONALSPOONFEEDINGEDUCATION2）THEFOLLOWINGTABLEISABOUTSTUDENTSGENERALUNDERSTANDINGOFMULTIMEDIATEACHINGTABLE32STUDENTSGENERALUNDERSTANDINGOFMTITEMSQUESTIONS12345Q115715143302860Q2857642922864280Q31857614318571430Q4143801143571143Q914334296143286NOITEMQ111457311640201307100ACCORDINGTOTHESTATISTICALRESULTSOFTHETABLE32,Q1INDICATESTHAT9714OFTHESTUDENTSSAIDTHATTHEYCANADJUSTTHEMSELVESTOMULTIMEDIAONLY286OFTHESTUDENTSSAIDTHATTHEYCANTQ2INDICATESTHAT7286OFTHESTUDENTSMAINTAINTHATMULTIMEDIATEACHINGHASMANYMOREADVANTAGESTHANDISADVANTAGES2286OFTHESTUDENTSTHINKTHATBOTHOFTHEMAREBALANCEDANDONLY428THINKTHEOPPOSITE9857OFTHESTUDENTSTHINKTHATMULTIMEDIATEACHINGISOFGREATSIGNIFICANCETOTHEIRCLASSLEARNINGQ3Q4INDICATESTHATABOUT80OFTHESTUDENTSTHINKTHATTHEFUTURETEACHINGMODEWILLBEMULTIMEDIADOMINATEDANDTRADITIONALMETHODSUPPLEMENTEDQ9INDICATESTHAT6143OFTHESTUDENTSPREFERTHATKINDOFCOURSEWAREWITHMOREVIDEOANDANIMATION,3429PREFERTHECOURSEWAREWITHPICTURESANDONLY143PREFERPURETEXTSQ11INDICATESTHAT4020OFTHESTUDENTSTHINKTHATTHEPERCENTAGEOFMULTIMEDIAINTHEWHOLECLASSSHOULDBE4060AND3116THINKTHATTHEPERCENTAGESHOULDBE6080ACCORDINGTOTHEANALYSISABOVEWECANCONCLIDETHATFIRST,MULTIMEDIATEACHINGHASMANYMOREADVANTAGESTHANDISADVANTAGESSECOND,STUDENTSTHINKTHATMULTIMEDIATEACHINGISGREATSIGNIFICANCETOTHEIRCLASSLEARNINGTHIRD,MANYSTUDENTSTHINKTHATTHEFUTURETEACHINGMODEWILLBEMULTIMEDIADOMINATEDANDTRADITIONALMETHODSUPPLEMENTED3THEFOLLOWINGTABLEISABOUTSTUDENTSEVALUATIONOFTHEEFFECTOFMTTABLE33STUDENTSEVALUATIONOFTHEEFFECTOFMTITEMSQUESTIONS12345Q5157151432012860Q6102571303286143Q771455712715100Q8185732864143571143Q16302286436682814352Q17503276435682965200Q18352291546232010100Q19452246243222563201ACCORDINGTOTHETABLE33,8714OFTHESTUDENTSTHINKTHATMULTIMEDIATEACHINGCANSAVEMORETIMEANDPROVIDEMORENEWKNOWLEDGECOMPAREDWITHTRADITIONALTEACHINGQ56571OFTHESTUDENTSTHINKTHATMULTIMEDIATEACHINGCANIMPROVETHEIRATTENTIONANDTHEEFFICIENCYOFCLASSQ6ABOUT90OFTHESTUDENTSEXPRESSTHEIRSATISFACTIONWITHTHETEACHINGEFFECTWITHMULTIMEDIAQ79286OFTHESTUDENTSCANENHANCETHEIRLEARNINGINTERESTQ86834OFTHESTUDENTSTHINKTHATMULTIMEDIATEACHINGCANRESULTINREDUCINGCOMMUNICATIONBETWEENTEACHERSANDSTUDENTSANDINTERPERSONALDIALOGUECHANGESINTOAMANMACHINEDIALOGUEQ166834OFTHESTUDENTSTHINKTHATTHEYBECOMEPASSIVERECIPIENTSINMULTIMEDIATEACHINGQ177890OFTHESTUDENTSTHINKTHATMULTIMEDIATEACHINGISCONDUCIVETOCULTIVATINGTHEIRAUTONOMICLEARNINGAWARENESSQ187236OFTHESTUDENTSTHINKTHATMULTIMEDIATEACHINGISNOTCONDUCIVETOIMPROVINGTHEIRSPOKENENGLISHQ19INAWORD,STUDENTSTHINKTHATMULTIMEDIATEACHINGCANSAVEMORETIMEANDPROVIDEMORENEWKNOWLEDGEANDIMPROVETHEIRATTENTIONANDTHEEFFICIENCYOFCLASSBUTMANYSTUDENTSBECOMETHEPASSIVERECIPIENTSOFINFORMATIONINCLASSANDISNOTCONDUCIVETOTHETRAININGOFSTUDENTSSPOKENENGLISH42RESULTSOFTHEQUESTIONNAIRESFORTEACHERSTHEQUESTIONNAIREFORTEACHERSSEEAPPENDIX2ISFORINVESTIGATINGTHREEKINDSOFPROBLEMS1VIEWSABOUTEQUIPMENTANDTEACHERSTEACHINGCONCEPT2UNDERSTANDINGOFMULTIMEDIATEACHING3EVALUATIONOFTEACHINGEFFECTWITHMULTIMEDIATHEPRESENTAUTHORWILLPRESENTTHERESULTSONEBYONE1）THEFOLLOWINGTABLEISABOUTTEACHERSVIEWSOFMTEQUIPMENTANDTHEIRTEACHINGCONCEPTTABLE34TEACHERSTEACHINGCONCEPTANDVIEWSABOUTMTEQUIPMENTITEMSQUESTIONS12345Q10266748891778667Q288957782013330ACCORDINGTOTHEDATA,7556OFTHETEACHERSSHOWTHEIRAGREEMENTWITHTHETEACHINGEQUIPMENT,HOWEVER,NONESHOWSSTRONGAGREEMENTAND4889JUSTSHOWTHEIRGENERALAGREEMENTQ18667OFTHETEACHERSINSISTTHATTHEYHAVEALREADYESTABLISHEDTHEIRTEACHINGCONCEPTWITHMULTIMEDIAQ2INAWORD,THETEACHERSAGREEWITHTHETEACHINGEQUIPMENTINTHEIRSCHOOLANDTHEIRHAVEALREADYESTABLISHEDTHEIRTEACHINGCONCEPTWITHMULTIMEDIA2）THETABLEBELOWISFORINVESTIGATINGTEACHERSUNDERSTANDINGOFMULTIMEDIATEACHINGTABLE35TEACHERSGENERALUNDERSTANDINGOFMTITEMSQUESTIONS12345Q5444755615564440Q666773331556444NOITEMQ71778377828891333222Q80511133331111445Q153111401778667444Q174889408892220Q184044441111223222ACCORDINGTOTHEDATA,9556OFTHETEACHERSMAINTAINTHEIDEATHATMULTIMEDIATEACHINGHASMOREADVANTAGESTHANDISADVANTAGESQ57333PREFERTHECOURSEWAREWITHMOREPICTURESWHILEONLY1556PREFERTOUSETHECOURSEWAREWITHMOREVIDEOANDANIMATIONQ63778THINKTHATTHEBESTPERCENTAGEOFMULTIMEDIAINCLASSSHOULDBE6080AND2889THINKTHATTHEPERCENTAGESHOULDBE4060Q75111OFTHEMTHINKTHATTHEFUTURETEACHINGMODESHOULDBEMULTIMEDIADOMINATEDANDTRADITIONALMETHODSUPPLEMENTEDANDNONETHINKSTHATMULTIMEDIATEACHINGWILLCOMPLETELYTAKEPLACEOFTRADITIONALTEACHINGMETHODQ88889OFTHEMTHINKTHATPRODUCINGMULTIMEDIACOURSEWAREISTIMECONSUMINGANDTROUBLESOMEQ159778THINKTHATCOURSEWARESHOULDBEUSEDINTHETEACHINGREALITYINORDERTOACHIEVETHEULTIMATEGOALOFTEACHINGQ179555OFTHETEACHERSTHINKTHATITISNECESSARYFORMIDDLESCHOOLTOFURTHERCARRYOUTTRAININGTOTEACHERSINOPERATINGCOMPUTERSKILLSQ18INSHORT,THETEACHERSIDEATHESAMEASTHEIRSTUDENTSTHATMULTIMEDIATEACHINGHASMOREADVANTAGES,ANDTHEFUTURETEACHINGMODESHOULDBEMULTIMEDIADOMINATEDANDTRADITIONALMETHODSUPPLEMENTEDSTUDENTSPREFERTOKINDOFCOURSEWAREWITHVIDEOANDANIMATION3）THETABLEBELOWISABOUTTEACHERSEVALUATIONOFTEACHINGEFFECTWITHMULTIMEDIATABLE36TEACHERSEVALUATIONOFTHEEFFECTOFMTITEMSQUESTIONS12345Q32062228898890Q4222533335568890Q91333555624446670Q10222111120006222445Q11222155631114667444Q12222311120004444222Q13222222222224667667Q1444442224444667223ACCORDINGTOTHEABOVESTATISTICS,9111OFTHETEACHERSTHINKTHATWITHMULTIMEDIATHEYCANIMPARTMOREKNOWLEDGETOSTUDENTS,THUSIMPROVINGTHEEFFICIENCYOFCLASSQ3ALSO9111EXPRESSTHEIRSATISFACTIONWITHTHETEACHINGEFFECTWITHMULTIMEDIAQ49333OFTHETEACHERSTHINKTHATMULTIMEDIATEACHINGCANSTRENGTHENSTUDENTSLEARNINGINTERESTQ93333OFTHEMTHINKTHATMULTIMEDIATEACHINGISNOTCONDUCIVETOHIGHLIGHTINGTHELEADINGROLEOFTEACHERSWHILE6667THINKITCANDOSOQ104889OFTHETEACHERSTHINKTHATMTISNOTCONDUCIVETOHIGHLIGHTINGTHEMAINROLEOFTHESTUDENTSWHILE5111THINKITCANDOSOQ115333OFTHETEACHERSTHINKMTMAK