Multimedia Language Teaching Mistakes-毕业论文翻译.docVIP

Multimedia Language Teaching Mistakes Multi-media teaching as a new teaching methods, with the development of modern educational technology, more and more into the classroom. Indeed, multi-media teaching with its vivid, intuitive, high-performance characteristics, to the teaching reform injected vitality, and its role in support of the teaching is self-evident. However, as the situation develops, multi-media teaching assistant role has been over-inflate, where the open class must be made by multi-media, multi-media does not seem to be behind schedule, a number of demonstration lessons are also prime condition, no media will be there is no “grade”, it missed and the excellent prize; some in order to CAI courseware to replace teachers in classroom teaching, the blind pursuit of “multimedia” and did not straighten out the status of multimedia in teaching, there is no analysis of language and other characteristics of the different disciplines in the use of multimedia in teaching, there were numerous errors, which should cause us to sufficient attention. Misunderstanding one: an active exchange of students and teachers into a rigid emotional, Kuzao’s “man-machine dialogue” Classroom teaching is the students under the guidance of their teachers acquire knowledge and master skills in the process of language teaching is teachers in emotion, charisma to inspire students, to guide students learning process. Teachers, language, posture, movements, and even handwriting is often the main reason for arousing students interest in learning and teaching process requires the exchange of teachers and students of emotion. Concept is a lot of multi-media teaching in the classroom, CAI throughout the entire process of teaching, teaching means a single, should have a classroom full of emotional interaction among teachers and students to become teachers, a mouse, students view the screen of “man-machine dialogue.” Students can not be induced by language teachers, vivid image o