随着信息技术的进步和发展，多媒体教学在英语课堂中得到了相当广泛的普及和运用。多媒体技术和英语教学的有机整合无疑会对我国的英语教学带来十分巨大的推动作用。然而，面对日新月异的技术和教学方法，英语教师应当如何应对多媒体教学所带来的改变，如何在多媒体的条件下扮演好英语教师的角色在当下显得尤为重要，明确定位刻不容缓。 为此，本文立足于前有的研究结果之上，立足问卷调查的结果，讨论了教师在多媒体课堂条件下具体的角色定位，论述了相关因素，指出了教师角色的时代性和重要性。正确定位教师角色，并在实践中扮演好这些具有时代性特点的新角色对我国的英语教育就有举足轻重的作用。
With the development of the Internet and computer science, Multiple-media devices are widely used in English classes in many parts of China. The combination of the multimedia technology and the teaching of English will surely contribute to the development of the English language teaching and learning of our nation. However, how the English teachers adjust themselves to the changes coming along with the multiple-media class and how they perform well the roles they ought to take become very important and urgent at present. This thesis, based on the previous research findings and the result of the questionnaire survey, explores the specific roles that the English teacher should take in multiple-media classes discusses the relate factors and points out the importance and the epochal character of the English teachers’ roles. The English teachers’ appropriate understanding of their roles as well as the actual realization of them has a profound influence on our nation’s English language teaching.
1 Suggestions 1.1 The English teachers’ perspective on teaching needs to be updated. With the influence of the traditional concept on teaching, teachers in China including English teachers tend to consider themselves as the disseminators of knowledge who play the dominant role in class with supreme authority. Therefore they usually “teach” much more than the students “learn”, ignoring the principal position of the students in the language teaching class. In the multiple-media class, however, the language teacher should focus more on how to facilitate the students to learn more instead of trying to teach them as much as they can. In order to achieve this purpose, the English teacher should renew their perspective on language teaching respect the principal position of the students and encourage them to be engaged more in the class room activities. 1.2 The English teachers’ basic and essential language knowledge and classroom management skills need to be improved. According to the questionnaire, some of the English language teachers are unable to provide the students with an authentic language learning environment due to the lack of their professional language knowledge and skills. What is worse, some English language teachers’ class would sometimes run in to chaotic state because of the teachers’ poor classroom management skills. In order to perform well the role-“Creator of the authentic English learning environment” the English teachers should improve their basic language knowledge and skills. At the same time , their classroom management skills need to be strengthened too. 1.3 The English teachers’ skills in operating and organizing the multiple-media devices and resources needs to be strengthened. Although computer and other multiple-media devices have already been employed in many schools, many teachers still lack essential skills in operating the multiple-media devices, leaving the valuable resources untouched. To be qualified as the “resource provider”, the English teachers themselves ought to learn the basic skills in handling the English teaching materials using computers. Also the school should provide some guidance to the teachers who are unfamiliar with the using of the computers. A very convenient way is that the computer teachers of the school frequently give instruction the teachers who lack this kind of skills. 2 Limitations This thesis explores the English teachers’ roles mainly in two ways: theoretical research and questionnaire survey. It focuses both on teachers and students’ perspective and some facts and suggestions are drawn from it. However, due to the complicity of the teaching process and the limited research time, there are some limitations in this thesis: 2.1 The limitation of the methodology The thesis employs only two methodologies: the literature research method and questionnaire survey but the teaching process is so complicated that more approaches of study such as classroom observation and interview should be used. 2.2 The questionnaire pays attention only to the students The design of the questionnaire lacks consideration because it covers only students, ignoring the response of the teachers. |
