【正文】 lose their interest in learning English for always lack of the teachers’ notice and it will make the English class increasingly difficult to carry on. However, CAI enables the students to study according to their own pace and level, and they can get the evaluation immediately after their operation and they could choose the part they wish to study and have the freedom and right to decide when they move to the next part. Students are happy with even partially individualized instruction, and it is more effective than traditional teaching. Greater Interaction For learners using multimedia, it is the interactive element that brings them control over the learning environment. Contrary to the traditional classroom, child is the star through the learning by using the multimedia. Presently, there are many welldesigned and suitable web sites apply the resources that can be used by the children. Such as ,~iteslj/links/ESL/Games/ ,or , interactivity allows the children to select the materials they need to work with, the order in which they want to work through those materials, and the pace they want to work at. Interactivity also provides the learner with the help, guidance and feedback needed for a successful learning experience. Some learning pages are also designed so that learners must successfully plete activities in order to progress. This encourages active engagement with materials. Furthermore, Random access to web pages breaks the linear flow of instruction. By sending Email and joining newsgroups, EFL students can municate with people they have never met. They can also interact with their own classmates. Furthermore, some Internet activities give students positive and negative feedback by automatically correcting their online exercises. They bee the creators not just the receivers of knowledge.3. The Problems in CAI and the Countermeasure Although using CAI in primary school English teaching has many advantages, it is not so ideal without any shortage. Even though teachers use puters more and more in their daily teaching activities, there are still many misunderstandings about puters and CAI. As we are considering how to improve our CAI, we should doubtlessly think about how to solve these problems. Should the puter dominant the classroom?Using puters in English teaching is the latest trend and is thought to be fashionable, but we have to admit that the puter can only play an assistant role in the classroom, the students and the teacher should play the main role in our daily English lessons. We can see that some teachers misunderstand the concept of CAI，and within the 40 minutes class, there is no one word on the blackboard and the popular language in those classes are,” please look at the screen.”. In those English lessons, the teachers have changed their roles into the puter operators and the course ware designers. We have to realize clearly that there is no one else can be more important in the classroom than people. Financial BarriersFor most of the rural area in Beijing, the economy is paratively backward than the urban area. As a result, the education in those parts is slower and harder because of lacking money and necessary equipments. Although the teachers could use the puter in classroom now and the students could also use the puters sometimes at school, but for most children don’t have puters at home, it is impossible to ask all the children to work online after school. In order to solve this problem, we could set some English tasks and then apply more chances for the children to find the answer and fulfill their tasks by surfing the Internet at school. Generally speaking, as the new technology’s development, the CAI and CALL will bee increasingly popular in English teaching and learning, though we may meet some difficulties on this way, the result of using puter is bright. References Sarah Phillips. Young Learners，Oxford University Press，1993羅少茜. 英語(yǔ)課堂教學(xué)形成性評(píng)價(jià)研究，2003（4）~iteslj/links/ESL/Games/信息技術(shù)—英語(yǔ)教學(xué)的發(fā)動(dòng)機(jī)北京大峪中學(xué)分校 劉建梅摘要：本文通過(guò)對(duì)門(mén)頭溝區(qū)唯一的一所重點(diǎn)中學(xué)的英語(yǔ)教學(xué)的現(xiàn)狀的分析，及新課程標(biāo)準(zhǔn)對(duì)英語(yǔ)教學(xué)的要求，就如何充分利用媒體技術(shù)，優(yōu)化課堂教學(xué)頻度，從而有效的突破教學(xué)重點(diǎn)，難點(diǎn)，同時(shí)有助于提高學(xué)生的審美情趣，激發(fā)學(xué)生的求知欲，最終達(dá)到培養(yǎng)學(xué)生的合作學(xué)習(xí)，自主學(xué)習(xí)能力，交際能力，以及實(shí)踐和創(chuàng)新精神。參考文獻(xiàn)：張崇善、張峰： “新世紀(jì)教師如何應(yīng)對(duì)三個(gè)挑戰(zhàn)。綜上所述，時(shí)代呼喚高素質(zhì)，敢創(chuàng)新的英語(yǔ)教師。作為21世紀(jì)的英語(yǔ)教師，能夠熟練的運(yùn)用現(xiàn)代信息輔助教學(xué)更是一項(xiàng)必不可少的技能。即便這樣我還是有所收獲的。用過(guò)了斯坦福的英語(yǔ)學(xué)習(xí)軟件后，才真正的體會(huì)到課件的用途是如何發(fā)揮其實(shí)效的。” 可見(jiàn)，信息技術(shù)與學(xué)科的整合已是時(shí)代的需要?！痘A(chǔ)教育課程改革綱要》指出“逐步實(shí)現(xiàn)教學(xué)內(nèi)容的呈現(xiàn)方式、學(xué)生的學(xué)習(xí)方式，以及教學(xué)過(guò)程師生互動(dòng)方式的變革。三、運(yùn)用現(xiàn)代信息技術(shù)輔助教學(xué)21世紀(jì)是信息社會(huì)，信息社會(huì)需要信息化人才，信息化人才的培養(yǎng)有賴于教育的信息化，教育又依賴于教師。曾經(jīng)在講到旅行一單元時(shí)我也剛好在學(xué)習(xí)斯坦福英語(yǔ)中transportation的內(nèi)容，我便很輕松的把課程中學(xué)到的知識(shí)，句子運(yùn)用到了課堂上，不但豐富了教學(xué)內(nèi)容，還增強(qiáng)了學(xué)生學(xué)習(xí)的興趣，效果非常的好。其以語(yǔ)言為“外衣”，而內(nèi)容往往會(huì)涉及到歷史，地理，風(fēng)俗，文化，天文，常識(shí)等等各個(gè)方面的知識(shí)。從近年來(lái)的發(fā)展來(lái)看，而今的學(xué)科已經(jīng)都不再是孤立的一門(mén)學(xué)科了，知識(shí)的整合貫通已是有目共睹的。因此，我們應(yīng)堅(jiān)持閱讀各種英文報(bào)刊，堅(jiān)持收聽(tīng)各種英語(yǔ)廣播，或積極參加一些英語(yǔ)教師的學(xué)習(xí)培訓(xùn)，只有這樣，知識(shí)才能得到不斷更新，能力才會(huì)不斷提高，也才能不會(huì)過(guò)早的被社會(huì)所淘汰。它讓我更直面自己，更直面困難，更清楚地認(rèn)識(shí)到，英語(yǔ)教師的自我不斷的發(fā)展，提高是多么的重要。不論是與他們之間的口語(yǔ)練習(xí)，還是外交老師的地道的英文授課，都讓我對(duì)自己的聽(tīng)力和口語(yǔ)感到慚愧。作為一名山區(qū)的英語(yǔ)教師，我深知自身英語(yǔ)水平的限度。只有自己主動(dòng)去學(xué)習(xí)，記憶，加上堅(jiān)持不斷的反復(fù)練習(xí)，鞏固，才能讓知識(shí)真正的成為自己的，才能運(yùn)用自如。能夠感受到學(xué)生的懶惰，疲倦，然而對(duì)于自主學(xué)習(xí)和主動(dòng)參與也有了更深的體會(huì)。要知道，知識(shí)不是教會(huì)的，而是學(xué)會(huì)的。美國(guó)教育家布魯納提出：教學(xué)生學(xué)習(xí)任何科目，決不是對(duì)學(xué)生心靈中灌輸固定的知識(shí)，而是啟發(fā)學(xué)生主動(dòng)去求取知識(shí)與組織知識(shí)。一、角色的轉(zhuǎn)變是提高的前提現(xiàn)代教育心理學(xué)表明，學(xué)生的學(xué)習(xí)是一個(gè)積極主動(dòng)的知識(shí)建構(gòu)過(guò)程，教師應(yīng)充分尊重學(xué)生的主體地位。英語(yǔ)教師如果本身素質(zhì)不高，又怎能教出高素質(zhì)的學(xué)生來(lái)呢？所以，提高英語(yǔ)教師的英語(yǔ)素質(zhì)，是時(shí)代的呼喚，是社會(huì)的須求，英語(yǔ)教師要不斷給自己“充電”，才能適應(yīng)社會(huì)的發(fā)展。21世紀(jì)對(duì)外語(yǔ)教師提出了更高的要求。s own quality English.關(guān)鍵詞 現(xiàn)代信息技術(shù) 素質(zhì) 挑戰(zhàn)我們正處在高科技，科技興教的年代，時(shí)代呼喚高素質(zhì)的英語(yǔ)教師。s own quality and English level, in order to meet the paces of the times , accord with the modern teacher39。本文結(jié)合自己參加斯坦福英語(yǔ)的培訓(xùn)實(shí)際，從角色轉(zhuǎn)變，終身學(xué)習(xí)，現(xiàn)代信息技術(shù)的運(yùn)用三大方面入手，論述了英語(yǔ)教師應(yīng)該如何提高自身的素質(zhì)。在以后的工作中，我們應(yīng)該多動(dòng)腦筋發(fā)掘計(jì)算機(jī)更多的用處，為我們的現(xiàn)代英語(yǔ)教學(xué)服務(wù)。學(xué)生身上蘊(yùn)藏著豐厚的獨(dú)立主動(dòng)的探索精神，而教師需要做的就是運(yùn)用適合個(gè)性和創(chuàng)造思維的教學(xué)方法，一旦打開(kāi)這扇阿里巴巴的大門(mén)，學(xué)生便會(huì)如饑似渴的積極主動(dòng)的攝取營(yíng)養(yǎng)。總之，在現(xiàn)代信息技術(shù)的課堂上，無(wú)須教師多言，學(xué)生成了真正意義上的學(xué)習(xí)主人，而教師和電腦也成了真正的學(xué)生和知識(shí)間的媒體。實(shí)踐證明，在高中英語(yǔ)課堂中引入多媒體教學(xué)，提高了課堂效率，活躍了課堂氣氛，使學(xué)生能超時(shí)空、多方位地感受世界，激發(fā)學(xué)習(xí)興趣。例如在教授《Necklace》一課時(shí)，把課文necklace的錄像片讓學(xué)生看，特意把 Mathilde 在舞會(huì)時(shí)的青春貌美、得意非凡的鏡頭特寫(xiě)和最后經(jīng)過(guò)十年艱苦勞動(dòng)的形象相比較。 四、運(yùn)用現(xiàn)代信息技術(shù)，激發(fā)學(xué)生情感，陶冶情操 新教材的一大特點(diǎn)是把思想情感教育寓于課堂教學(xué)中。 如在教學(xué)unit3《Shopping》這一課中的What can you buy ?的句型時(shí)，我利用網(wǎng)絡(luò)型課件創(chuàng)設(shè)了下列五個(gè)地點(diǎn)的語(yǔ)言交際情景： At the party, In the zoo, On the farm , , In the park，In the hospital每個(gè)情景中有各種不同的人物或卡通人物在做各種不