【正文】 畢業(yè)論文(設(shè)計)Multimedia in English Teaching in Primary Schools1. Introduction 12. The history of multimediaassisted teaching 33. The multimediaassisted teaching in primary schools 5 The definition of multimedia 5 The characteristics of multimediaassisted teaching mode 6 Learnercenteredness 6 Comprehensive input 7 Various learning resources 7 Focusing on language skills 8 The advantages of using multimedia as assistance in primary schools 8 Exciting students’ interest in learning 10 Enriching classroom contents 11 Giving full scope to the cognition of students 12 Creating lifelike situation to train students’ speaking abilities 12 Conveying information quickly and effectively 13 Improving teaching quality 14 The current situation of multimediaassisted teaching in primary schools 15 Teachers’ thoughts on the multimedia 15 The enjoymentprone of the multimedia class 15 Lecturelike class 16 The misunderstandings towards multimedia 164. Suggestions on multimediaassisted teaching 17 Changing teachers’ opinions and training their ability on operating multimedia 17 Strengthening the integrating of teaching contents and multimedia 18 Combining traditional teaching with multimediaassisted teaching 185. Conclusion 20References 211. IntroductionIt is universally known that English is the most widely used language in the world. Owing to the globalization, the English language is very important in international munication. Therefore, English teaching is highly regarded in modern times. Because of its universality and significance, the English language is taught as the foreign language or the second language in most nonEnglishspeaking countries all over the world. However, English teaching in nonEnglishspeaking countries faces many troubles. A large number of students could not be activated in English learning. Many students, especially students in primary schools, lose their interests at the initial period because of the boring learning condition and atmosphere. The representative of Cognitive psychology (cited in ) said: “The best stimulus for learning is the interest to the teaching materials.” To the students, especially the primary school students, “interest” will directly affect their study effect. It’s necessary to stimulate primary school students because they are at a special age. They are curious and lively. A monotonous class always makes them learn negatively while a vivid class with appropriate teaching aids will be beneficial. Therefore, in English teaching, the teaching aid is unavoidable.Human’s understanding is from vivid direct viewing to the abstract thought, and from abstract thought to practice, therefore, teaching must strengthen the image to be direct viewing. Vivid direct viewing is the first step for students to learn the knowledge. The perceptual knowledge, which the students get from vision, is the foundation of their developing to the rational knowledge. At the same time, the direct viewing in teaching also can turn the abstract thought to concrete image. If the teacher appropriately utilizes the teaching aid in the classroom, it can strengthen the teaching direct viewing, enhance the classroom, increase the knowledge density, break through the difficulties, give prominence to the key points, reduce the burden of students for remembering and understanding, and enhance the students’ interest.The teaching aid is an important study resource and it plays an important role in English activity. With the development of technology, the multimedia technology has progressed by leaps and bounds. And with the rapid progress, it has bee a teaching assistance of English teaching. With the multimedia technology, teachers can make the classroom instruction vivid and lovely. Through multimedia teachers can make a better educational product by putting characters, charts, sounds, cartoons, images, etc. together. In English class in primary school, when teachers use this kind of scene, it can greatly increase the students’ interest and improve their ability to accept new things.Multimedia teaching Technology substitutes static, stiff teaching aids with pictures and texts, sounds and images. It also has a unique function on the students’ imagination. The application of the multimedia has already exerted an enormous influence on the English teaching.2. The history of multimediaassisted teachingDue to the impact and influence of information technology on society and education, puterassisted language learning is being the trend in foreign language teaching. Computers were used for language teaching by R. Last and G. Davis in 1960’s. According to Zuo Huanqi (2002, cited in ), the history of puterassisted language learning can be divided into three main stages. First, in the 196039。s and 197039。s the first form of puterassisted Language Learning featured repetitive language drills, the socalled drillandpractice method. It was based on the behaviorism learning theory. The puter was viewed as a mechanical tutor that never got tired. Second, in the 1970’s and 1980’s, cognitive psychology prevailed. The theory which used in the puterassisted language learning was from behaviorism learning theory to cognitive theory. This form of puterbased instruction corresponded to cognitive theories that recognized that learning was a creative process of discovery, expression, and development. The mainframe was replaced by personal puters that allowed greater possibilities for individual work. Third, in the 1990’s the teachers have moved away from a cognitive view of municative language teaching to a constructive view that emphasizes real language use in a meaningful, authentic context. Computerassisted language learning seeks both to integrate the various skills of language learning, including listening, speaking, writing, and reading, and to integrate technology more fully into language teaching. To this end the m