在农村英语教学中渗透多媒体理念的一些思考

　　How to Permeate Multimedia Theories in

　　English Teaching in the Countryside

　　Acknowledgements

　　It was a great pleasure to do something helpful for the poor students in the countryside. Special thanks in the countryside. Special thanks must go to Mr. Kong Lincui for his support for me, for his invaluable comments and guidance; to all my teachers and students than searched the ways of English with me all these years.

　　I would like to thank Mr. Deng Daoxuan for his instructive works. Thank him for his helpful book Internet-based Foreign Language Teaching.

　　I would like to thank all those people who have helped to shape this paper. Particular thanks go to Ahamd, Healy, Kenny, Warschauer and Willis.

　　Additional thanks to Miss Yang Yuanqin for her critical view to develop my teaching skill, to help me keep thanking about something helpful for those students in the villages or mountains.

　　摘 要

　　本篇论文主要讨论如何在中国偏远的农村学校渗透多媒体理念，开展英语教学的问题。中国农村学校多，许多地方偏僻，条件相当差，无法在短期内达到城镇学校电化教学配备要求。而在多媒体教学风靡全球的今天，怎样引导好农村的英语教学使之与现代教育大流接轨，当是农村英语教学第一要务。这篇论文是针对农村的实际，对如何把现代的多媒体渗透到因条件受限无法配备电脑和网络的农村英语课堂中去而进行的一次尝试性探索。衷心希望关心这一议题的专家和教师给予批评。

　　关键词: 农村英语教学 渗透 多媒体理念

　　ABSTRACT

　　There’s no computer or internet in the most of the schools in far away villages in the country. But multimedia approach has become the hottest point of language teaching. How to lead the English language learning and teaching in those places could we get along with the modern world. How to permeate multimedia theories in English teaching without using a computer! Is it possible? Do the teachers in those places think about that question? Would they like to discuss it and do something to help? I truly hope more teachers and educators care about the question and develop it indeed!

　　KEY WORDS: Permeate multimedia theories in the countryside

　　During the past few years, computers as a new technology, its influence has pervaded the aspect of the educational sectors of our world. As Kenny points out,’’…using the computer made a greater contribution to marginal rather than central elements of language learning.” (Kenny, 1990:90).Computers and the Internet have been changing the old ways of English teaching greatly. Integrative Computer Assisted Language Learning (CALL) seeks both to integrate the varies skills of language learning and to integrate technology more fully into language teaching (Warschauer & Healey,1998)

　　Till today, with the help of computer we can share all sorts of things with the world, get authentic materials from anywhere. With the focus on language, communication, and culture in national students for foreign language learning(Standards,1999), foreign language teachers are continuously searching for better ways of accessing authentic materials and providing experiences that will improve their students’ knowledge and skill in these target areas.

　　But in the countryside in China, in those far away mountains and villages, most schools haven’t been equipped well enough to use computers or the Internet. It’s quite a big problem for these places to use the modern technology. And it is impossible for the teachers there to use computers in class in very few years. So how to direct the education in these areas is of great importance.

　　Very few educators care much about the English language teaching in these poor schools. The teachers in these areas have to help themselves to solve the problem through experiences. I think I’m among them. In my paper I also used some learners’ and educators’ theories .I would like to discuss this question: How to Permeate Multimedia Theories in English Teaching in the Country.

　　This question consists four parts. Each of which can be described as the following:

　　Part Ⅰtells the recent situation of English learning and teaching in the world and the real problem in many poor far away schools in China. Give this question: Do we need to use multimedia programs in these schools? How to use them?

　　Part Ⅱanalyzes the multimedia theories and programs. Looks at certain teaching plans or activities (each focus on language study, communication, speaking, listening and reading) that can be used in the classroom, making comparison between two different equipments, discussing how to design and set up the plans and activities.

　　Part Ⅲ sums up the main ideas to permeate multimedia theories in English teaching in the country without a computer or the Internet.

　　Part Ⅳ draws a conclusion that we ought to permeate multimedia theories in English teaching even without a computer or the Internet in the classroom, especially in those poor countryside schools.

　　Part Ⅰ

　　Multimedia Impact English Teaching

　　In the past ten years or so, computers helped the teachers with their teaching very much. It develops all the time. Multimedia is another great development of Computer Assisted Language Learning (CALL). People use the computer to make a greater contribution to marginal rather than central elements of language learning (Kenny, 1990:90).Teachers have moved to a socio-cognitive view that emphasizes real language use in a meaningful authentic context. As Mr. Deng Daoxuan says,

　　“Multimedia technology—exemplified today by the CD-ROM allows a variety of media (text, graphics, sound, animation and video) to be accessed on a single machine. What makes multimedia even more powerful is that it also entails hypermedia, that means that the multimedia resources are all linked together and that learners can navigate their own path simply by pointing and clicking a mouse (Deng Dioxin, 2004:17)

　　Computers help the English Language teaching and learning very much too. They are such powerful aids that multimedia approach has become the hottest point in English teachers have been using them to teach and study English. If you give a common opening class in a common school without using multimedia, the class will be sure to be criticized by other teachers that present to study and discuss.

　　By using computers students have become active participants in learning and are encouraged to be explorers and creators of language rather than passive recipients of it (Brown.1991)

　　Multimedia can also help teachers and students to use internet. The teachers can make programs themselves or down load programs on line. These programs (with graphics, sounds, animations and video) make great impacts so the students can be impressed more deeply and learn more easily. The teachers can arrange more content in the same period of time.

　　There’s no doubt you can find the advantage of multimedia approach for English teaching by contrasting the old ways of English studying. Multimedia has turned the tide of today’s Language teaching. English teachers need to equip their minds with multimedia theories and use computers and multimedia programs in their classrooms. But in the countryside of China, the teaching conditions are not very good. In some places, you couldn’t find even a TV set or a VCD player in the schoolrooms. How could the teachers there use computers? How could they make use of computers?

　　In fact, these less developed places are much more needed to use the powerful teaching properties indeed. But they are too far away and poverty stricken. It is impossible for them to get along with the other rich town or city schools in a few years. Then, hat should the teachers do? Let it be, or try to do something to help?

　　Surely, the English teachers can’t put multimedia aside. There must be a way for them to make use of it. That is, they ought to think of ways to issue the main idea of the multimedia theories in the English Language teaching. By doing that, they would not fall behind the tide of the modern open world, and they could make contributions to the state, to the nation and to the people.

　　Part Ⅱ

　　Multimedia and Its Ways

　　It sounds unthinkable to make a multimedia plan without a computer. It is even more unthinkable to give a “multimedia” class without a computer or internet! How could a class have much to do with the multimedia without using those powerful aids?

　　Let’s make sure what multimedia is. What does multimedia mean?

　　To search the old ways of teaching and learning English language in China, we can find people would like to study it by grammatical explanations and translation tests. Very few people cared about oral drills or practice. The students learned English, they tried to get a high score in the tests instead of using it as a tool to communicate in their every life. English became only a “subject”, not a “language”.

　　Today we also learn English at school. But the teachers and the students are trying to make use of it as a tool to communicate. As Mr. Deng Daoxun tells us, “so the teachers teach in a communicate manner, in a more integrative manner, for example using task or project-based approaches. The challenge for advocates of CALL was to develop models which could help integrate the various aspect of the language learning process. Fortunately, advances in computer technology were providing the opportunities to do just that”(Deng Daoxun,2004:16) .

　　Mr. Deng Daoxun also explains that multimedia approach is a kind of technology that is exemplified today by the CD-ROM which allows a variety of media with text graphics, sounds, animations and videos to be accessed in a single machine—computer. We can get what we want in the program by clicking the mouse of the computer, just like playing a film on the screen. We can get the phenomena of real life on the screen. The computer can get almost the real life itself and show it to the students in the schoolroom.

　　If we could bring the real life itself into the schoolroom without using a computer, the result is as good as using multimedia approach. That may be quite difficult but is what we need to access in the country schools and far away villages or mountains in China.

　　Let’s suppose to cut the variety of media into pieces. Issue them one by one, then joint the parts together. If we could joint them together without a computer or internet, we could get another kind of “multimedia approach”. So we need to permeate multimedia theories in our English teaching.

　　For instance, to teach making telephone calls. It’s very easy to teach and learn by using a computer and a projector. You can play a period of video with the situation of making telephone calls in it. But I there is no computer, how to issue the task in a multimedia way? Try to do it like this: Prepare two model phones (or real phones), a tape recorder, a box of tape recorded the voice of the telephone ringing and the telephone conversations. The teacher himself can make a telephone call to a friend of his in class. He holds his phone and dials. Then presses the “PLAY ”button of the recorder to play the tape. Then the ringing comes from the recorder as well the friend’s voice. So the interesting conversation begins…..

　　By this means, the teacher is sure to give a multimedia lesson, even more than a computer-based one.

　　There’s another example, the task of learning and talking about the animals in a zoo.

　　With the help of the computer and the Internet the lesson can be sure to be planed exciting and interesting. We can make courseware on a computer or download one from the Internet. Play the video to show the animals with sounds and motions. ……How fabulous it is ti use a computer to teach this part!

　　But now the problem is, there’s no computer. There is no zoo nearby. To give such a lesson may be difficult and boring. But if you permeate multimedia theories in the course, the problem can be solved successfully. We can plan it like this: 1 Using pictures. Prepare a picture of a zoo and some pictures with animals on them. 2 Using toy animals or animal masks. 3 Recording the sounds of the animals that you need to teach. While you show the students the pictures to teach the names of the animals, play the tape and get the students to listen to their sounds. Repeat several times and get the students to go over and talk about the animals. You can let some naughty boys imitate the animals. e.g. Ducks: A duck is a big bird. It can live both on land and on water. It is good at swimming and fishing. Fish is the duck’s favorite food. People feed ducks to get eggs and meat. the duck can sing like this, quack, quack, quack…….

　　Arranging the class like this, you’ll feel it’s more acceptable, more relaxing and more interesting.

　　There’s one more example: To learn to express time.

　　Talking about time in English is one of the most important points for junior students to grasp. It is also very difficult. The students need to use cardinal numbers (from 0 to 59) to express the time. They also need to use o’clock, half, a quarter, past and to to express. The lesson would be boring if the teacher only explains the rules. And the students couldn’t learn well. But if we permeate multimedia theories during the course, things could be changed greatly. Here’s a way to issue the task which could lead the teacher and the students to a successful field.

　　Prepare these teaching aids: A model clock and an electronic watch. The watch can be made like this,

　　The surface of the watch is made big enough to be seen clearly by everyone in the classroom. It has a moving screen. The screen is made of two pieces of paper sticks which can be moved easily to get different numbers. Each stick marked with numbers. One is with 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 and 12(hour number). The other is with 00, 01, 02, 03, 05, 08, 10, 15, 20, 25, 30, 35, 40, 45, 50 and 55(minute number). The two pieces of paper sticks are made in the same size. Get them cross through the surface window and you can get more than one hundred different times. We can teach and practice like this, e.g. Introduce o’clock. Move the minute numbers to get “00” on the left side of the screen. Then move hour numbers and get “ 1 ” on the right side. And we can get “1:00”. Say “One o’clock.” and teach. Do it like this. Go on learning two o’clock, three o’clock, four o’clock till you reach twelve o’clock while moving the hour numbers. In this way we can teach other times by moving both paper sticks. After practicing enough, sum up the rules by showing the model. Express the time(only use cardinal numbers ): Firstly, say the hour number (from 1 to 12 or to 24). Secondly, say the minute number. When the number is “00”, say “o’clock”. When the number is “ 01, 02, 03, ……08, 09 ”, say “ O one, O two, O three, ……O eight, O nine ”.When the number is from 10 to 59, say it as usual.

　　Now what about the model clock? Use a piece of hard thick paper to make a model clock. Draw a circle in the middle of the paper with a pair of compasses. The circle is about the size of big plate. agate rid of the paper out of the circle. Use another two pieces of soft paper to get two circles as the first. Mark them to be like the surfaces of clocks (with marks and numbers on). Stick one of them on the first.

　　Make an hour hand and a minute hand to form a model clock. And it can be used to express time. The soft surface of the clock is also helpful. Fold it once we can use it to teach “half”. Fold it twice we can teach “a quarter”. Then the time expressing begins. Turn the minute hand to point 12. Move the hour hand to get and teach “one o’clock”, “two o’clock”, “three o’clock”…”twelve o’clock” while asking them What is the time? or What time is it?

　　Turn the minute hand to point 6. Cover the right half with half of the circle. Say “half past”. Move hour hand to teach “half past one”, “half past two”, “half past three”……

　　Turn the minute hand to point 3. Cover from 12 to 3 with a quarter of a circle. Say “a quarter past” Move the hour hand to point each of the main numbers and teach “a quarter past one”, “a quarter two”, “a quarter past three”……Teach and practice till a quarter past twelve.

　　Change the direction of the minute hand to point 9. Cover 9, 10, 11 and 12 with a quarter of a circle. Say “a quarter to”. Change the direction of the hour hand to point their right position to teach and practice “a quarter to one”, “a quarter to two”, “a quarter to three”……till you reach “a quarter to twelve”.

　　Move the minute hand and hour hand to get other times, then introduce and drill. Sum up the rules. Compare two ways of expressing the time. Have the students work in pairs or groups (using their own watches). By this means, most students can finish the learning task with little difficulty.

　　Part Ⅲ

　　The Possibility and Necessarity to Permeate Multimedia Theories in English Teaching.

　　As experiments illustrate, most course wares can be cut into pieces (graphic, sound, video and situation). To prepare each of them we don’t have to use a computer. And there’s always a special way to join them together if you truly want to turn it into reality. All we need to do is to divide the multimedia programs into small parts. Each part maintains one or two of the media. We can use some electronic tools or models to access these parts. Fix some of them or all of them together successfully. Try to put the ideas into real life itself and find a useful method to appose them, using object teaching, using situational teaching methods and perfect modern inspiration. Try to make the focal points stand out clearly. Drill as much as possible and connect with recent affairs and modern educational ideas. Get the students to see or understand the nee things and knowledge. Have them to view the developing modern world and society. Care this, it shows the outstanding personality of the teacher. Thanks to their special contribution to the people in the less developed areas, to all the people over the country. Then the teachers in these places would be able to be proud of their work and never let it stop!

　　Part Ⅳ

　　Permeating Multimedia Theories in English Teaching is the Task for English Teachers

　　As is mentioned above, the English teachers should thoroughly permeate multimedia theories in English Teaching no matter there is a computer or not, no matter in the cities or in the poor villages. Through which we could educate the whole next generation well, through which some day in the future we would not feel pity for the work that we are doing now.

　　Reference

　　1. Ahmad. K, G. Corbett. M. Rogers& Sussex (1985). Computers, language learning and language teaching. Cambridge. Great Britain: Cambridge University Press

　　2. Deng Daoxun. (2004) Internet-based Foreign Language Teaching. China: Sichuan Press

　　3. Healy J. M. (1999) Failure to Connect Touchstone

　　4. Kenny M. J. (1990) Computers and Language Learning. Ellis Horword Ltd

　　5. Warschauer, M. The Internet for English Teaching: Guidelines for Teachers http:// iteslj. org/warschauer Internet. html

　　6. Willis. J (1996). A Framework for Task-based Learning. Essex: Longman

　　在农村英语教学中渗透多媒体理念的一些思考

　　四川省富顺县第一中学校 彭 勇

　　摘 要：本文是针对中国农村学校教辅设备简陋的实际情况，对如何在农村地区渗透多媒体教学理念进行英语教学，开拓多媒体教学路而进行的一些探讨，希望对英语教学有所裨益。

　　关键词：农村英语教学 渗透 多媒体理念

　　一、问题的提出

　　计算机和网络技术的飞速发展，为语言教学的辅助提供了广阔的空间和发展前景。多媒体教学法成为其中最耀眼的亮点之一。它以独特的魅力和效果，成为了教研教改的最热点并迅速无比地在教育舞台上发展壮大起来。它所带来的震撼是前所未有的。加之有计算机和网络为强大后盾及信息源泉，使得多媒体教学更是得势益彰。

　　近年来，我国正在不断升化教育改革。改革核心是教学内容（教材）的革新和教学方法的革新。各地教育行业都在不断开展教育教学研讨活动，授课听课说课活动。在教学方法的革新中，多媒体教学法当首推为公认的最抢眼的集热点。在各级各类公开课，示范课及赛课活动中，如果教师不用多媒体，那将会在授课的品位上大大削弱课堂的档次，而受到评委和听课教师的挑剔，评课中多会向你提出使用多媒体的建议。

　　多媒体教学是这般地深入人心，大力推广与普及应该是时候了。

　　可是在居于目前教育现状的中国，若稍加仔细地考查一下。你会看出，普及的路还很遥远。即便是在相对发展快一些的好多城镇地区，多媒体设备也只沦为了开展教研课才搬出来的一种摆设，绝大部份教师不会编辑和处理课件，设计多媒体课件大多是请人代劳，耗时量大，制出的课件多属机械单一缺少个性化和灵活性，未能充分发挥多媒体的潜力。而在平时的教学中，多媒体设备几乎无人问津，形同虚设。

　　在设备较好的一些学校情形尚且如此，可以想象，在多媒体设备馈乏的农村地区，课堂教学究竟会含多少多媒体气息？几乎没有！这是一种严酷的现实，它警示着我们：我们正在浪费一种教育资源，一种可以缩短教育周期改变民族命运，加速经济发展的宝贵资源。

　　有人说具备条件，有计算机网络设备的尚且在浪费，贫困落后、没有设备的地区如何去开发利用呢？其实，作为教育者，不管是条件具备还是滞后地区的教育工作者，都应当担起升化教育改革的重任，都应当担起升化教育改革的重任，都应当想方设法把代表时代潮流的有教益的方法和知识传给学生。而在经济条件滞后的城乡地区，更需要优先发展教育，更应该让多媒体这个先进的教育方法和理念发光发热。

　　那应该怎样才能使这种构想成为可能呢？

　　为此，我将在英语学科教学上，主要针对条件较差的城乡地区，对如何渗透多媒体理念进行教学谈一点个人的摸索和看法，与同行共勉。

　　二、解析多媒体

　　透析各类多媒体课件，多媒体教学是将教材内容、构像（图形和画面、生活场景）、声音，通过电脑、投影仪生动活泼的联系成一体展现出来。使学生产生如临其境的真切感，直观、切实、近距离地体验生活，受到启发生出共鸣，振动灵感从容乐学、收到事半功倍的效果。

　　很多人认为，脱离了计算机和网络的多媒体教学是不可思议的。其是不尽然，多媒体教学是把“生活”搬入课堂，并把学生引入“生活”，通过多媒体设备处理，让学生能跨跃时空进行体验。如果能找到一种方法，不通过计算机把你教学所需的“生活”内容搬入课堂，并能使学生活跃其中，受到启发教益，大容量地感受和领悟教学内容。则它同样不逊色于一堂出色的多媒体课。

　　而这一点，正是在农村英语教学中渗透多媒体理念的奋斗方向和最终目标。

　　三、分解多媒体，在教学中渗透多媒体理念。

　　没有电脑与网络，要渗透多媒体理念，构思出带有多媒体色彩的课堂设计。只有将多媒体的各个媒体（教材、图象、声音等）进行分解，获取、进行人工的有机重组。教师可通过其它电化手段，教具获得各子媒体。若能在课堂上巧妙地把这些子媒体组合和展现出来。同样可以上好一堂堂别开生面的多媒体课来。而渗透了多媒体理念的英语教学对于激发学生兴趣和构建英语氛围，提高教学质量以及迎接今后多媒体教学的全面普通及缩短过度期，都有实际而深远的意义。以下就几个实例略作说明。

　　实例一：时间的表达。

　　询问和谈论时间是英语教学要攻破的重点之一，也是初中阶段的一大难点。处理这一部分内容历来困绕着许多教师和学生。如果运用计算机，运用多媒体课堂教学会变得生动而简单，丰富的多媒体设计，会助你引导学生收敛自如地操练和领悟。但现在我们面临的现实是没有计算机，没计算机应如何设计才能富有时代气息和多媒体色彩地完成这部分内容呢？分析生活中时间的格式，无外乎就是电子表式和机械指针式。教师可用硬纸版设计一个带有活动“荧屏”的电子表和活动指纸针的机械表模型。具体制作如图：

　　电子表上面纸带可抽动，小时屏上面标有1—12，分钟屏上标有00、03、05、08、10、15、20、25、30、35、45、55数字，大小要让教室内所有学生都能看清为宜。别小看这两排只有十多个数字的活动条，抽动它们可以得到一百四十多个不同的时间哩！灵活多变，演示操练都方便。在引导数字表达时间时，先读小时数1—12，再读分钟数，其中01至09时读出O，其余则照基数读出（10至59），分钟为00时，读o’clock，抽动纸条演示操练总结，方便快捷，简单明了。在运用钟形模具时，关键要运用past，to 及half，a quarter等进行表达。可多设计一张软纸钟面，大小与钟型教具同号。对折钟面以教half，再折以导出a quarter，再沿1、2线处折叠得到5分、10分钟扇形，拨动指针，先引出××点过五分，此时分针指到1，将5分钟扇形贴入：Five mimutes past ××……，再导入××过十分 一刻/ a quarter past ，××点半（half past……差一刻到××，a quarter past）等。有此模具理论上就可以得到任一你想要的时间进行操练，直观醒目，可操作性强，再结合电子表进行综合操练，归纳总结，就能达到既定目标。

　　实例二：打电话对白的处理

　　这部分是生活味很浓的内容，若干瘪地讲解很显枯燥，且不易掌握，教师处理时要充分利用好录音磁带才能有效地导入和操练。应准备好电话实物或模具。导入前自录音，处理为你与一外国友人打电话，对方的铃音和对话从磁带中放出来，老师手持电话直接与之通话。这种导入对学生来说，就是身临其境的感受，能集中学生注意又富于启发模仿，其效果与多媒体中的实况电影不相上下，渗透着多媒体的思想方法及理念精髓，当然教师也可将教材磁带中的录音部分进行处理，删去其中一位通话者的录音，由教师执电话代劳，与磁带中另一位直接对话。通过这般启发和情景积累，学生学习内容的领悟和掌握会变得容易得多。

　　实例三：参观动物园。

　　这一部分要求学生在感受了解大自然时学习一些对动物的英语单词。处理时可尽量多地准备一些动物的图片、玩具，动物，并设法录制这些动物的声音（狮吼、虎啸、狼嚎、马啼……）当然也可录入一些家禽家畜的叫声，如鸟、鸡、鸭、鹅、猪、狗、羊等这些声音都不难录到的。但它们都能给你的课带来无比的生气，教师以图片、玩具展其形，释其义，以声音辅其威，可将一些看似平谈的课堂片断处理得生机昂然，比如：你画一支鸭子在水中游，然后问：What’s this? How to spell ?与你放一段录音：水溅之声，鸭拍水声，鸭欢叫声，再问：What’s that? Where is it ？How to spell……？相比，两种构想是不能同日而语的。

　　又如在复习动物名时，单纯展示图片、提问与放出动物的声音提问，其效果一看就明。当然教师也可同时将声与形组合处理，将形的一部分或投影配合音进行“装配”，更能使课堂妙趣横生。

　　在诸多的媒体中，声音媒体是多媒体的精髓，是多媒体的灵魂，若多媒体没有声音那才是不可想象的。所以在分解多媒体机的诸多媒质中，声音是重中之重，而录音机和磁带的普及为这个环节提供了方便，我们可以从电视、收音机、VCD和实际生活中录制到大量对教学有用的声音、片段和谈话内容以辅助我们教学，生活本身就是一个取之不尽的宝库，只要用心去挖掘总能找到你要的东西。

　　因此，在教学中渗透出多媒体理念并不是遥不可及，莫测高深。只要对构想中的多媒体课进行媒体分解，用电脑、网络以外的其它手段获得并进行合理组合和呈现，在农村英语教学中渗透多媒体理念是完全可能的、可行的，更切合农村实情的，没有多媒体教室，没有先进的计算机网络设备一样能打造出相当于或接近于使用多媒体的课堂效果来。

　　总之，多媒体教学法的普及，真正意义上的普及，应该是理念的普及，不然既使在设备配制齐备了，也会导致设备的闲置，只有脑子里充满了这种理念，才以充分开发利用手中的设备，才能充分挖掘其潜在能量。早一些行动，少一些惋惜，愿多媒体理念能给教学带来无限生机！

　　参考文献：

　　1、邓道宣：基于互联网的英语教学，四川：四川出版社

　　2. Ahmad. K, G. Corbett. M. Rogers& Sussex (1985). Computers,