英语二专【正文+文献】.docVIP

1. Introduction In 2002, the circulation of Power Point was estimated at more than 400 million copies, and about 20 to 30 million ones are presented in the world every day (Allan JA, 2002). In recent years, with the development of society, the education of multi-media teaching has been gradually introduced into the English classroom in the secondary school. Professors may use a different mix of technologies in the classroom and use them creatively in order to promote the most learning for students and satisfy students’ learning needs and objectives (Austin M. Jill, 2008). The commonly used software in the multimedia courseware includes Power Point, Author ware, Macromedia, etc. Among them, Power Point, because of the simplicity of the production, has been widely used in English language teaching (孟东and冯少中2005: 130-33). It has such superior performance as diagrams, audio-visual form, which greatly increases the students’ awareness of abstract things and the process of understanding in the learning of English. Thus, it leads the classroom teaching to a new level. Meanwhile, with the popularity of computers and the addition of multimedia classrooms, a growing number of English teachers gradually replace the original teaching form with the presentation of the Power Point. Essentially, the multi-media teaching is exactly what we need for the modernization of teaching methods. However, in this update of the teaching mode, multi-media teaching has gradually revealed a number of issues. At the same time, such teaching method has also exposed shortcomings in some aspects from the effect (陈宇2005: 43-5). Therefore, we should first of all, carry out certain norms in the processes of production and the methods of usage when we make the teaching course wares and use them in the English classes, which will be helpful to avoid the drawbacks of multi-media show in class at an early stage. On the basis of that, we can truly make it serve for our secondary school English class complet