计算机辅助英教的学精选

计算机辅助英教的学精选

计算机辅助英语教学Computer-assistedEnglishTeaching\nContentsAbstract………………………………………………………………...1Keywords…………………………………………………………………...1I.Introduction………………………………………………………...2II.TheNecessityofUsingComputer-assistedEnglishTeaching………..2III.ThePresentSituationofUsingComputer-assistedEnglishTeaching……..3IV.BriefNotesonComputer-assistedEnglishTeaching…………………34.1WhatistheComputer-assistedEnglishTeaching?……………………...44.2TheSpecialFeaturesofComputer-assistedEnglishTeaching…………….44.2.1ShowLargeCapacityofNon-sequentialMessages………………….44.2.2StudentsCanControltheLearningContextandLearningSpeedThemselves……………………………………………………………44.2.3TeachingAccordingtoEachStudent’sReality……………………….44.2.4TeachingAccordingtoEachStudent’sReality……………………….54.2.5ComputersareConvenienttoBeUsed…………………………….54.3Computercanhelpstudentstoreadingandwriting…………………….54.3.1Computercanhelpstudentstoreading……………………………..54.3.2Computercanhelpstudentstowriting…………………………….64.4TheResultsandInfluencesofCAIinEnglishClassroom…………………74.4.1UseCAItoExpandtheCapacityoftheClassroom,ImproveTeachingEfficiency………………………………………………………..74.4.2UseCAItoEnliventheAtmosphereoftheClassroom,StrengthenandConsolidatetheContentofCourses,StrengthentheInterestofStudying…….….….…..….….….….….….….….….…84.4.3UseCAItoMakeStudentsUnderstandtheContentofStudyingWholly………94.4.4UseCAItoExciteStudent'sEmotion,CultivateOne'sTaste………9V.SeveralGeneralQuestionsintheComputer-assistedEnglishTeaching…..10\n5.1WhatShouldtheCAISystemProvidetoStudentsintheEnglishClass?…105.2HowDoestheCAISystemHelpThoseStudentsFeelingTooSlowtoKeepupwithOthersFeelingTooFast?……………………………………….125.3HowDoestheCAISystemHelpStudents’ListeningandSpeaking?……125.4HowDoestheCAISystemEncourageStudents?………………………135.5InWhichAspectsCanComputerHelpTeachers?……………………..13VI.Conclusion…………………………………..………………………….14References…………………………………….…………………………..14\nComputer-assistedEnglishTeaching摘要：随着计算机技术的发展和计算机的日益普及，计算机不断运用于教学工作中，这就是本文所讲的计算机辅助英语教学。计算机辅助英语教学是英语教学发展的必然趋势，它与传统的教学模式有着本质的不同。传统的英语教学方式侧重教师的教，强调通过教师的最佳教法收到最佳的效果，而计算机辅助教学既注重教师教学方法的优化，又注重引导学生借助计算机来学习英语，通过教学内容，教学过程和计算机辅助获得最佳学习效果。本文总结了计算机辅助英语教学的概念，罗列了计算机辅助英语教学的特点，描述了计算机辅助英语教学的结果及影响，最后，谈到了计算机辅助英语教学中普遍遇到的问题，强调运用计算机辅助英语教学的重要性。关键词：计算机辅助英语教学传统教学特点模式问题Abstract:Withthedevelopmentofcomputertechnology,computersareappliedinalmosteveryfield,ofcourseinteachingwork,thistextwillarguecomputer-assistedEnglishteaching.Computer-assistedEnglishteachingisaninevitablytendencyofEnglishteachingdevelopment.Ithasessentialdifferencefromtraditionalteachingmode.Thetraditionalteachingmodeemphasizesteachers’teaching,andstressesthroughteachers’bestteachingmethodtoreceivebestteachingresult,butcomputer-assistedEnglishteachingemphasizestheimprovementofteachingmethodandleadstudentstodrawassistancefromcomputertolearnEnglish,combinewithteachingcontent,teachingprocessandcomputerassisttoobtainbestlearningresult.Thetextconcludeswhatisthecomputer-assistedEnglishteaching,showsthefeaturesofcomputer-assistedEnglishteaching,describestheresultsandinfluencesofcomputer-assistedEnglishteaching.Atlast,ittalksaboutthegeneralproblemsincomputer-assistedEnglishteaching,itemphasizesonthesignificanceofcomputer-assistedEnglishteaching.Keywords:computer-assistedEnglishteachingtraditionalteachingfeaturesmodeproblemsI．Introduction第16页共15页\nComputer-assistedEnglishTeachingEnglishbecomesmoreandmoreimportantsincethisisanInformationAge.Englishisoneofmostimportantinformationcarriers;itisusedveryextensivelyineveryfieldofhumanlife.Fortheneedsthatcomplywiththetimedevelopment,theemphasisofEnglishcoursereformis“changingtheEnglishcoursewhichputsonemphasisonexplanationongrammarandvocabularyknowledgeintothecoursewhichemphasisontrainstudents’abilityofusinglanguage.”Italsosuggeststhatteachersshouldtrainstudents’abilityofusingEnglishonthebasisofstudents’interests,experienceoflife,theirknowledgethroughtheapproachofpractice,participate,cooperateandcommunication,andmakethelanguagelearningcoursebecomethecourseofstudents’cinchformingactiveemotion,activethinkinganddaringtopractice,improvingstudents’communicationandtheirabilityofself-learning.Computer-assistedEnglishteachingistheinevitablytendencyofEnglishteachingdevelopment.Ithasessentialdifferencefromtraditionalteachingmode.Thetraditionalteachingmodeemphasizesteachers’teaching,andstressesthroughteachers’bestteachingmethodtoreceivebestteachingresult,butcomputer-assistedEnglishteachingemphasizestheimprovementofteachingmethodandleadstudentstodrawassistancefromcomputertolearnEnglish,combinewithteachingcontent,teachingprocessandcomputerassisttoobtainbestlearningresult.InEnglishteaching,teachersmakeuseofcomputertodosoftware,cancreateteachingscene.Italsocanmaketheteachinglivinglyandarousetheinterestofstudents.Utilizingcomputer-assistedEnglishteachingcanprovidedrillofsomeforms;addteachinginformationanddirectstudents’learningmethods.Itdrillsstudents’abilityoflistening,speaking,readingandwriting.II.TheNecessityofUsingComputer-assistedEnglishTeachingComputer-assistedEnglishteachingisrelatedtothosewhoareinterestedinEnglishorteachingEnglish.InEnglishteachingfield,itobtainsextensiveapprovment.Computer-assistedEnglishteachingisgoodformotivatingstudentstostudyEnglish.Studentsareanxioustousecomputers.ManystudentsaretiredoftraditionalEnglishclassroomandareinterestedinthisnewteachingmethod.Computercandisplaywrittentextandusesounds,motionpictures,andvideo.Studentsfeelthingsaremorerealandmoreeasilyunderstood.InEnglishteaching,teachersmakeuseofcomputertodosoftware,theycancreate第16页共15页\nComputer-assistedEnglishTeachingteachingscenes.Itcanmaketheteachinglivinglyandarousetheinterestofstudents.Utilizingcomputer-assistedEnglishteachingcanprovidedrillofsomeforms;addteachinginformationanddirectstudents’learningmethods.Itdrillsstudents’abilityoflistening,speaking,readingandwriting.Nowcomputersareenteringmoreandmoreclassrooms,theteachersarelearninghowtooperatecomputerandhowtodosoftwarethroughcontinuoustraining,Somepeoplecan’tunderstandwhytheteacherscomputerizetheirclassesandsomeofthemconsidercomputersarefashionableandluxuryornament.Inordertoknowthenecessityofusecomputer-assistedinstruction,andurgemoreteacherstoacceptthismodernteachingmethod.III.ThePresentSituationofUsingComputer-assistedEnglishTeachingComputer-assistedEnglishteachingisthetrendoftimesthatitisusedbyeveryprimaryschool,middleschoolanduniversityinourcountry.Exceptsomeschoolsoffarawayvillage,becausetheydon’thaveenoughmoney,butmoreandmoreschoolareusingcomputerintheirclassroomsnow.“Thenumberofteachersusingcomputer-assistedEnglishteachinghasincreasedmarkedlyandnumerousarticleshavebeenwrittenabouttheroleoftechnologyineducationinthe21stcentury.AlthoughthepotentialoftheInternetforeducationalusehasnotbeenfullyexploredyetandtheaverageschoolstillmakeslimiteduseofcomputers,itisobviousthatwehaveenteredanewInformationAge.”(Kuang-WuLee,2002)“Forexample,inthepastdecade,numerousacademicshaveexaminedtheapplicationofcomputer-assistedEnglishteachinginTaiwanclassroom.Fromtheverystart,teachershaverealizedthatcomputershaveenormouspotentialofspecialinterestistherealizationthatCAETmaybeespeciallyusefulintheTaiwansituationwherewritingstudentsareofteratalowlevelofskillattainmentandclasssizeislarge.”(LiMing,1988)Becauseoftheeconomicsituationsindifferentareasaredifferent,itisimpossiblethateveryprimaryschool;middleschoolanduniversityinourcountry.Usecomputer-assistedEnglishteaching,butwiththehighdevelopment,inoursocietyusingcomputer-assistedEnglishteachingforeveryschoolanduniversitywillbeacommonthing.IV.BriefNotesonComputer-assistedEnglishTeaching第16页共15页\nComputer-assistedEnglishTeachingFirstly,thistextconcludeswhatisthecomputer-assistedEnglishteaching,secondly,itdescribesthefeaturesofcomputer-assistedEnglishteachinginmanyaspects,thirdly,ittalksabouttheusingofCAIinEnglishclass,atlast,ittalksaboutsomegeneralproblemsinthecomputer-assistedEnglishteaching.Itwantstodrawpeople’sattentiontothesignificanceofcomputersinEnglishteaching,andstimulatesmoreandmoreteacherstodevotetheireffortsonthismoderninstructionmethod.4.1WhatistheComputer-assistedEnglishTeaching?Computer-assistedEnglishteachingistheinevitablytendencyofEnglishteachingdevelopment.IthasessentialdifferencefromtraditionalEnglishteaching.TheCAETemphasizestheimprovementofteachingmethodandleadstudentstodrawassistancefromcomputertolearnEnglish,combinewithteachingcontent,teachingprocessandcomputerassisttoobtainbestlearningresult.4.2TheSpecialFeaturesofComputer-assistedEnglishTeaching4.2.1ShowLargeCapacityofNon-sequentialMessages.Computercanstoreanabundanceofmessages.Itmayincludecoursesorknowledgeconnectedwithacertainobject;learnerscanskinthroughallknowledgeandchoosethepartthattheyareinterestedintolearn.Atfirst,theycanlearnstepbysteporjumptoanypartteachersassigned.4.2.2StudentsCanControltheLearningContextandLearningSpeedThemselves.Usually,theCAIsystempermitstochooseteachingcontent,whenstudentsmasterthefirstpartcompletely,computerspromptthemtoenterthenextpart.Inthisway,students’learningprogresswillnotbelimitedbytimeorplace.Theycancontroltheirlearningspeed.4.2.3TeachingAccordingtoEachStudent’sReality.Throughmutualactivity,suchasraisingquestions,makingjudgment,theCAIsystemcananalyzeeachstudent’sabilityandlearningcondition,andadjustlearningcourseautomatically.Bythisway,computercanteachaccordingtoindividualstudentandgivethemimmediatefeedback.4.2.4MakeStudentsLearnEnthusiastically.InCAIsystem,studentscontrolthespeedofteachingandlearning.Computerscontainseveralmutualactivities,suchassequentiallyraisingquestions.Showingfeedbackandmanipulateteachingcourse,stimulatingvacation.StudentsareinactiveandinitiatestateinCAIcircumstance.Theywillnotgettiredeasilyandbeinterruptedasinpassive第16页共15页\nComputer-assistedEnglishTeachinglearningcourse.Thus,theycangetbetterresult.4.2.5ComputersareConvenienttoBeUsed.Computer-assistedinstructionisakindofnewtechnology,sosometeachersthinkitiscomplicatedinusage.ActuallyusingacomputerinanEnglishclassisaseasyasusingarecorder.Inveryshorttime,manyteachershandleitmasterfully.Theyuseittodealwithsomedifficultanddulljobs,suchasrecodethestudents’achievement,checktheobjectiveexercises.It’spracticalandconvenient.4.3ComputerCanHelpStudentstoReadandWrite.4.3.1ComputerCanHelpStudentstoReadInEnglishreadingclass,computershouldfocusonmeaningandstressreadingcomprehension.Learnersshouldhaveopportunitiestoworkwithwhole,meaningfultexts.Programsthatofferlearnersachancetoprocesslargechunksofrelatedtext,ratherthanbitsandpiecesofunrelatedlanguagefragments,allowstudentstouseandextendwhattheyknowaboutreadingcomprehension.Alsotoworkwithword-recognitionprogramsthatstressestheuseofwordmeaningsinconjunctionwithphonicsandstructuralanalysis.Caremustbetakentomakesurethat,whenprogramsfeaturethestudyofindividualwordsandphrases,theyareofferedwithinacontextualframeworkthathelpsthemmakesensetothelearner.Assessmentprogramsforteachersshouldalsobeprovidedinmeaningfulcontext.InEnglishreadingclass,computershouldfosterstudents’activeinvolvementandstimulatetheirthinking.Learnersshouldhaveopportunitiestodiscussthepurposeofthecomputertaskorprogramaswellasitsnature.Theyshouldbeawarenotonlyofwhattheyaresupposedtodobutalsoofwhydoingitisimportant,tomakedecisionsthatcontrolorinfluencethecomputertask.Programsthatbuildinopportunitiesforstudentstomakechoicesandtestpredictionshelpthemlearntothinkandactontheirownratherthanmerelyreacttosomeoneelse'sthinking,tomonitortheirownlearning.Tasksthatofferstudentsopportunitiestoself-checkandcorrecttheirownerrorssupportthedevelopmentofindependentlearners.InEnglishreadingclass,computershouldsupportandextendstudents'knowledgeoftextstructures.Learnersshouldhaveopportunitiestoencounterawidevarietyoftextstructuresuponwhichtoapplyandrefinetheircomprehensionskill.Avarietyofnarrativeand第16页共15页\nComputer-assistedEnglishTeachingexpositorystructuresshouldbeprovided.Commerciallyprepared,teacher-authored,andstudent-authoredmaterialsshouldalsobeincluded.Readinginstructioncantakeplacethroughallkindsofcomputer-basedmaterials,notmerelythosedesignatedspecificallyforthatpurpose,toexperimentwithtextincreativewaystosuittheirpurposes.Whenstudentsreorganizeastoryoraninformationalpieceonthecomputer,theyareemployingandstrengtheningwhattheyknowaboutthestructureoftexts.InEnglishreadingclass,computershouldlinkreadingandwriting.Learnersshouldhaveopportunitiestocreatetextwiththecomputerforsharingandusewithothers.Whenstudentsinputinformationintothecomputerforsomeoneelsetoretrieveanduse,theymustcomposewiththereaderinmind.Thisfrequentlyinvolvesmakingexplicituseofwhattheyknowaboutwhatmakesatextcomprehensible.Revisionandproofreadingstrategiesclearlyinvolvethecombinedapplicationorreadingandwritingskills.4.3.2ComputerCanHelpStudentstoWriteComputerforwritinghelpstudentswithdevelopingideas,organizing,outlining,andbrainstorming.Templatesprovideaframeworkandreducethephysicaleffortspendingonwritingsothatstudentscanpayattentiontoorganizationandcontent.Writingistaughtbytheprocessapproachorbyatraditionalmethod,oneofthebarrierstoproducinggoodwritersisthatstudentsmustusepencilandpapertotranscribetheirthoughtsandideas.Manystudentsareabletoexpressthoughtfulexperiences,buthavedifficultywithhandwriting;theylaboroverthefirstdraft.Tothem,makingrevisionsandrecopyingbecomesanoverwhelmingburden.Itisheartbreakingforateachertoseeachild,outoffrustrationanddespair,tearupandthrowawayacompositionbecauserepeatederasureshavemadeholesinthepaper.Theoriginalenthusiasmthestudenthadforthewritingassignmentmayevaporate,andthestudentmayapproachthenextassignmentwithanxietyandapprehension.Somewriters,especiallyyoungwriters,willmakeonlythosechangesthatdonotrequirecopying,regardlessofhowmuchtherevisionwouldimprovetheircompositions.Nolongerarecomputersseenastutorsanddrillers.Instead,educatorsnowarerealizingthatthecomputerisatoolforhandlinginformation.Awordprocessorcanbecomethecenterpieceforaneffectivewritingcurriculum,encouragingearlylanguageproductionandprovidingstudentswithopportunitiestoconnectreadingandwriting.Teacherscangetaroundthetypicalproblemoftoofewcomputersintheclassroombyhavingchildrenwriteonpaperfirst.Thenatthewordprocessor,studentscan"fine-tune"theirpapers.Conceptspresentedinthefirstdraftcanbeexaminedforclarity第16页共15页\nComputer-assistedEnglishTeachingandsufficientelaboration.Additionalinformationcanbeadded,ifnecessary,tomakeideasmoreconcrete.Finally,thetextcanbecheckedforminorerrorsandpunctuation.Thewordprocessorhashelpedtorealizetheadvantagesofferedinprocesswriting.Rewritingandrevisingareallowedtobethecognitiveprocessestheyshouldbe,ratherthanbeingdominatedbythemechanicalaspectsofactuallyputtingwordsdownonpaper.Studentslearntoapproachtheirwritingerrorsfromadifferentpointofviewbystrugglingtounderstandwhatcausesproblemphrases,sentencesorparagraphs.Theexample,itdemonstrateshowastudenthasorganizedherwriting.HertopicistheChesapeakeBay.Shethinksaboutthreemainideasforhertopic:food,fun,andjobs.Next,sheaddssupportingdetailsforeachofherthreemainideas.Nowshecancomposeherparagraph.ProgramslikeInspirationorKidspirationarefunbecausestudentscanusepictures,changetheshapeorcolorsofthecircles,andchangethechartintoanoutline.4.4TheResultsandInfluencesofCAIinEnglishClassroom4.4.1UseCAItoExpandtheCapacityoftheClassroom,ImproveTeachingEfficiency.TraditionalEnglishteachingstaysontheblackboard,smallblackboard,radio-taperecorder,projector.Teachersexplainlanguageorder,leadtheexamplesentenceorwritetheexampleontheblackboardwithprojector,studentstakenotes.Theteachingmodeistime-consumingalsooppressive.Althoughitcanenlivenclassroomatmosphere,itisdifficulttoarousestudents’interestandenthusiasm.Restrictedbytimeandspaceatthesametime,thecontentofcoursesisconfinedtothetextintheteachingmaterial.Teachercanonlydependonkeylinkbyfollowtheprescribedorderoriginally,divideunit,divideintocoursefinishtheteachingtask.Inthiswaytheknowledgewhichstudentslearnisverylimited,itisdifficulttoreachtherequestforquality-orientededucation.AnduseCAItocontributetothepurportforeignlanguageteachingcourse,canincreasethequantityofpracticeexercisebyalargemarginwithinlimitedteachingtime,stressfocalpoints,raisetheactivityintensityofhighschool,canrealizethewholeteachingoftheunit,orstepthecontrastteachingthattheunitsteppedterm,canincreasesomeknowledgeafterclasswithadefinitetargetinviewaccordingtothecontentoftheteachingmaterialtoo.Expandstudents’rangeofknowledge,playasupplementingroletothetextbook.Forexample,atthetimeofteachingSeniorTwolessononeEinstein,canuseCAItogetintouchwithAbrahamLincoln,SeniorOneKarlMarxgoonandcompareteachingwith,excavatecommongroundofarticle,helpstudentsummarizeandwritepersonagemethodofcomposition.Introducethecollegeentranceexaminationpaperin1991finally:Writea第16页共15页\nComputer-assistedEnglishTeachingpersonageintroduction,introducethejuvenilesportsstarSunShuwei.Letstudent'sexercise.Getintouchandexpandthecapacityoftheclassroombeforeandafterpassinglikethis,raiseteachingefficiency,makestudenttouchmanytextsinonelimitedtimeofclass,amountofknowledgeisgettingheavy,exporttheexercisemucheasier.And,atthetimeofteachingtheusageofwords,wecanutilizeready-madeteachingsoftware,Throughtechnicaltreatment,drawwordthiseverytypicalsentencethatlessonappeargoonandcollectastheexampleintextbook,Letstudentsummarizethroughexample,drawwordusageso,highschoolsentenceoftextappearrepeatedly,Contributetostudent'smemory.Besides,changeinthepastit’staughtwords"tobeamethodto"movedictionaries”,letstudentsstartedthebrain,thought,summeduptosummarizerepeatedly,developthecreativityofstudent'sthinking4.4.2UseCAItoEnliventheAtmosphereoftheClassroom,StrengthenandConsolidatetheContentofCourses,StrengthentheInterestofStudying.Objectivethingsarevaried,forafixedperiodoftime,peoplealwaysregardafewthingsastheconsciousnesstargetselectively,distinguishandcomeoutinbackground,makeclearreflectiontothem.Thiskindofcharacteristicoftheconsciousnessisnamedthealternativeoftheconsciousness.Wantandtellinbackgroundtargetofconsciousness,dependontargetdifference,targeteveryassociationandactivitynatureoftargetofpartofbackground.Accordingtothispsychologyprinciple,westressacertainthing,needandstrengthenthinganddifferenceofotherthingthis,Orsetconsciousnesstargetofactivityasthingthis,usablesomeofinsidethematterssimilarorcharacteristicthatclosemakeuptoo.Inaddition,weknow:Incertainlimit,theinformationactivityisthefasterinintensity,theheightconcentrationthefavorabletoexcitementmorecourse,changetheresultofdeepeningtheunderstandinganddrillingfor"long-termmemory".Applythesetheoriestotheclassroominstruction,inordertostrengthenstudent'sattentionandmemorytofocalpoint,difficultpoint,consolidatethecontentofcourses,utilizeadvancedtechnologyofCAI,Whetheritsetup"flyenteranimationeffects,suchas"ingcut","shutter","spiral",etc.andSoundresults,suchas"ingtype","machine-gun","ingexplodes","ingbreakstheglass","tinklingofpiecesofjadeofwind",etc.,Setupthefocalpoint,difficultpointintothecoloredcharactersatthesametime.AtthetimeofteachingSeniorOneFire,makethedialogueintoacartoon,designthefollowingseveralscenes:JennyandYangpeiarecookinginthekitchen,Apanofoilcatchesfire,JennyasksYangpeitocoverthepan,YangPeiisgoingtotakethepan.Kitchen,theofin,fireofthe,withofdeal,toofhow,PeiofYang,teachesofJenny,combineandmixandcansetupquietdialogueandlooksoftransliterationforcartoonpersonageSubtitlethattheonesthatansweredcanbehidden.第16页共15页\nComputer-assistedEnglishTeachingShowfocalpoint,difficultpointthattalkwithredword,setupsuperchaining,Makeandclickredwordshowthecorrespondingexamplesentence.First,throughissue,broadcastandconcealcartoonofsubtitlewhenhavingaclass,maketeachersatisfies.Letstudentputquestionsafterwatching,checktheirtalkingunderstandingdegrees.Thenreplaythecartoon,showsubtitles,clicktheredwordandshowthecorrespondingexamplesentence,helpstudentstodealwiththesefocalpoints,difficultpointsthroughtheexamplesentence.Replayandutilizeandsuspendfunctionletstudentfollowandreadthen.Thendivideintogroupsandpracticetalking.Broadcastcartoonandsetupquietsoundandconcealsubtitle,letstudentspeakaccordingtopicturepersonagemovementandgoontheperformancefinally.MakephonotapeandvideotapecombinecloselyandhavethroughCAIgettingocularevenmorelikethis,makethelanguagecombinewithlinguisticcontextatthesametime,Thusmakestudentshavesenseonthespotinperson,itcanincreasetheirinterestingtostudyEnglish,andenlivenedtheatmosphereoftheclassroom.4.4.3UseCAItoMakeStudentsUnderstandtheContentofStudyingWholly.Currenthighschoolteachingmaterialselectsuitablematerialsandarrangebycompany,LongmanofBritish,subjectmatterofinsidetoselectfromforeignmaterialsmostly,itisforeignthingthatistold.ThesehavecertaindifficultytoChinesestudents'understanding.Forexample:SeniorOnefirethatFirestate,PauloofSao,ofourcountrystudentunfamiliarwitheachother,causethesympatheticresponsewhilebeingdifficultvery.IutilizerecentlyinoneEnglishnewsreportoffirethatGuangzhoutakeplace,Recordandproduce,filmediting,utilizethecomputertomixthesubtitlethatcanbehiddenunderthepicture.Throughfeature,slowmotionspecialresult,increaseon-the-spotatmosphere,makestudentfeelindebtedasifitwerereceivedinperson,Suchasplacingoneselfinthemidstoftheragingfireragingly.Atthismoment,letthemcomparewithandreadSaoPauloFire,canrealizetheauthor'spurposeexactly,Realizethemercilessandincomparabledestructionstrengthofthefire.Knowhowtopreventtroublebeforeithappensandpreventtheemergenceofthesimilaraccident.AndtextHurricanecantakethesamemethod.4.4.4UseCAItoExciteStudent'sEmotion,CultivateOne'sTaste.Now,onegreatcharacteristicofteachingmaterialresideinclassroomteachingespeciallyaffectiveeducation.Butteachermajorprincipleglibly,passthroughprincipletoconductoneselfoffailingtostudent,studentsaresounpleasantastoenter,onlythefactcouldbebetterthaneloquence,CAIcanalsoplayaenormousroleinthisrespect.SuchasatthetimeofteachingSeniorOne(parttwo)Necklace,letstudentwatchtextvideofilmofnecklace,youthatballlooksbeautiful,proudoutstandingscenefeatureandimagethat第16页共15页\nComputer-assistedEnglishTeachingworkhardcompareoneyearfinallyMathildespecially.Atthesametimetogiveandputtotorturephotoof"high-rankingofficial"offieldcomparewithinfrontandatthebackofgoingonbecauseofcorruptingactuallife.Letclassmatesunderstand,vain,seekalifeofpleasure.Practicehasproved,introduceCAIteachingintheEnglishclassroomofhighschool,hasimprovedtheefficiencyoftheclassroom,enlivenclassroomatmosphere,andenablestudentultraspace-time,experiencetheworlddiversifiedly,excitetheinterestofstudying.Notonlycanlearntheknowledgeofthetextbookintheclassroom,canalsolearntheabundantknowledgeafterclass,canexperiencethatthemodernscienceandtechnologyarebroughttheirenjoyment.V.SeveralGeneralQuestionsintheComputer-assistedEnglishTeaching5.1WhatShouldtheCAISystemProvidetoStudentsintheEnglishClass?Byusingthecomputer-assistedEnglishteachingteacherscangetrichteachinginformation,suchaslivelyanimatedcartoonsconcerningtextsandfamiliarsceneconnectingwithourlives.Theinformationdeeplyattractsstudentsandmakesthemmoreactive.Atfirst,studentsjustarecuriousaboutwhattheysawandheard,andthentheywillshowstrongdesireforconnectedknowledge.Forexample,whenteachtheSimplePresentTense,teachersshowstudentssomepicturesaboutone’severydaylifewithmultimediacomputer,andeachpicturehasaclockandaccompaniedbysoftmusic.Thus,studentswillclearlyrealizethatsomebodyalwaysdoessomethingatafixedtimeinaday.Teachersshouldcatchthechancetoteachthemsomeconcerningadverbssuchas“always”,“often”,and“usually”,“sometimes”.Inthisway,whentheyseethesewordsinasentence,theyknowthatitisPresentTense.Anotherexample,whenteachthelesson,myfamily,teacherscanadopttheCAImethod.Beforetheclass,teacherscanscansomephotos,picturesoftheirownfamilyandtheirstudents’familieswithscanners,andthenrearrangedthosephotoswithcomputer.Intheclass,teachersshowstudentsthepictureoftheirfamilyandintroducethefamilymemberstothem,thenaskedsomequestionsaccordingtothepictures.Next,studentsintroducetheirfamilieswithpicturesonscreen.Sincethosephotosareconnectedwithpeoplearoundthem,thestudentswillenjoythemselvesandtheyarewillingtotalkaboutthem.Thus,studentsarestimulatedtospeakEnglishunconsciously.Gameisstudents’favorite.Inthecourseofplayinggames,studentscanlearnknowledgeinhappymodeandgamescanalsodeveloptheircreativity.UsinggamesinEnglishteachingcanarousethestudents’subjectivity,makestudentsbecomemoreactiveinclassesandlearnontheirowninitiative.Gamescontainingthemainpointsanddifficultiescanleftstudentsdeepimpressionandmasterwhat第16页共15页\nComputer-assistedEnglishTeachingtheylearnfirmly,thus,maketeachingandlearningmoreeffetely.Forexample,inJFCtextbook2Unit2.Apicture:aboyandagirl,abundleintheboy’shand,theboyholdonthebundleandasked:What’sinthebag,A?Pleaseguess.A(think):It’satoycar.B:No,itisn’tatoy.A:It’sapencil-box.B:No,itisn’tapencil-box.A:SoIdon’tknow.B(faceinallstudents):What’sinthebag,boysandgirls?Thistime,allstudentspaymoreattentiontoit,thinktoguessthethinginthebox.Theboyturntothebundle,takeoutabigandredapple,putonthedesk,theapplespeak:I’manapple,I’maredapple,theword“apple”appearonthepicture.CartoonpicturescanreplacetheEnglishwords.Thestudentscanbedividedintofourgroups.Eachgroupguessestwoofthemandhastwochances.Withtheinterestgame,learningconnectswithplayingtightly.Animatedcartooncansettlethetraditionaldifficulty,studentsmustthinkaboutsceneinairandcan’tunderstandthetextcompletely.Playinggamescanalsodevelopstudents’individualcharacterandspecialty.It’sgoodforqualityeducation,ofcourse,teacherscanalsoplaygameswithoutcomputer.Butstudentstodayareeasilytiredoftraditionalgames.Theyneedchangesandnovelgames.Byusingcomputerandsoftware,teachercaneasilymakeourorgetfashionablegamestomeetstudents’taste.Forexample,wecandesignsuchagamecalled“pitfall”.Supposearabbitwalksinaforestwithmanypitfalls,whenitmeetsapitfall,itshouldansweraquestion.Ifitgetsrightanswer,itpassesthepitfall,otherwiseitfallsintothepit.Actually,it’sthestudentsanswerthosequestionsinorder,lettherabbitpassthepit,theywilltrytothinkoverandgettherightanswer.Computergamesurgethemtousetheirbrains.Forexample,inJFCtextbook2Unit4.Wecanutilizecomputertomakeacartoon:Aboxonthedesk,theboxwithabelt,agirlstandoneside,aboystandanotherside.A:Jim,comehere,please.B:OK.(theboyJimcomehere)A(pointatthebox):Whataretheseinthebox?B(thinkdeeply):They’reapples,Ithink.A:CanIhavealook?B:Yes,let’sopenit.(Atakeupscissors,cutoffthebelt,openthebox)A:Oh,they’repears.This,ithassceneandplot,studentspaymoreattentioninit,thestudentsareinterestedincartoons,sotheycanunderstandveryfast.第16页共15页\nComputer-assistedEnglishTeaching5.2HowDoestheCAISystemHelpThoseStudentsFeelingTooSlowtoKeepupwithOthersFeelingTooFast?InEnglishclass,ateacherneedstoteachsameknowledgetoseveralstudentsatthesametime.Theteachingprogresscanonlyfitforpartofstudents.Butitisnaturalthatthereareafewstudentsfeelingtooslowwhileothersfeelingtoofast.ButintheCAIsystem,studentsthemselvescancontrolthelearningprogress.Theywillnotbeforcedtoenterthenextpartuntiltheyaresurethattheyhavemasteredthefirstpartcompletely,whentheyfinishtheprimarypart,theypressacertainkeytocontinue.Foranotherpartofstudents,theycanjumptonaypartheneedtoknowwhileneedn’twaitforothers.Inthisway,eachstudentcanlearnnimblyandactively.Somecomputers’assistedinstructionsystemcanadjusteachstudentlearningroutesandmakeeachstudentstayinabestlearningstateinlearningcourse.5.3HowDoestheCAISystemHelpStudents’ListeningandSpeaking?IntraditionalEnglishteaching,teacherspaymoreattentiontostudents’readingandwritingabilitywhileneglecttheirlisteningandspeakingmoreorless.Itcausessomestudentshavegethighmarkswhilelowability.Butthefinalgoaloflearningakindoflanguageiscommunicate.Sopeopletodaypaymoreattentiontotheabilityoflisteningandspeaking.Thecomputerisagreathelperofdevelopingstudents’communicatingability.Forexample,inTextboo2Unit17Lesson67,thetextistalkingabouttheweatherandseasonsindifferentcountries.Intraditionalway,firstly,teachersalwaysshowthemapofworldandsomepicturesaboutseasons,thenteachthenewwordsandthenplaythetapeofthetext,atlastanalyzethegrammarofsomelonganddifficultsentences.Thewholeclassistooformalandtoodull.Thestudentsjustseethepictures,readafterthetapewithoutusingtheirbrainsandcopydownwhattheteacherwriteontheblackboard.Theyreceivedwhattheteachertoldthempassively.Thelearningeffectislittle.Well,howaboutusingtheCAImode?Accordingtoeffectofexperiment,theCAImodecansatisfystudents’psychologicalneed,withteachingsoftwares,studentscanseeafilmintheclassroom,.Theywillbedeeplyattractedbybeautifulpictures.Thus,theirvisualsensesaresatisfied.Atthesametime,theycanappreciatesoftmusicandstandardandflutecommentary.PureEnglishleavethemdeepimpressionandstimulatethemtoimitate,studentsalwaysliketoshowoffandliketowin.Theywilllistencarefullyandimitatethespeakers’pronunciation,andcomparewhoseintonationismorepure.Thereisanotherreasonforstudents’enthusiasmonimitatingthecomputers’pronunciation,andcompare第16页共15页\nComputer-assistedEnglishTeachingenthusiasmonimitatingthecomputers’pronunciation.SomestudentsbelievetheEnglishspeakeronTVandVCDaremostlybestEnglishspeakerornativespeaker.Theyfeelgladtobetaughtbythosepeople.InEnglishclass,theywillstudymoreactivity,listencarefullyandtrytospeakEnglish,trytoshowoffinEnglish.Sowecansaythecomputerisagreathelperondevelopingstudents’listeningandspeakingability.5.4HowDoestheCAISystemEncourageStudents?Asweknow,encouragementandappreciationareveryimportantforstudents.Thestudentswhoarealwayspraisedcanachievemoresuccessthanthosewhoarealwaysscolded,thoughtheymayhavethesimilarfoundation.Teacherstodaypaymoreattentiontostudents’psychologicalcharacterandtrytobepatientandtender.Onthisaspect,computerisalsoagoodteacher.Itshowsstudentsimmediateandcompletefeedback.Forexample,wecanshowstudentssomequestionsbycomputer.Ifstudentsgetrightanswers,computerwillpraisethemimmediately,suchassaying“Congratulations!”“Terrific!’’“Youaresoclever”incartoonvoice.Inthisway,studentsaremorewillingtoanswer“Computer’squestions”,moreactivetousetheirbrainstothinkaboutthequestionsandmoreexcitedby“Computer’spraise”.Iftheygetwronganswers,theyneedn’tworryaboutbeingscolded.Computerpointsouttheirmistakesinhumorway,suchasshowingalovelyanglewithsadexpressionandfunnyvoice,“oh,mydear,youshouldthinkitover”.Thismethodwon’tmakethosecompetitiveandsensitivestudentsembarrassed,andthoseshyandtimidstudentswon’tbeafraidofbeingscoldedorbeinglaughedatbytheirclassmates.Atthesametime,computeralwaysgivesstudentsstrongstimulationandleavesthemdeepimpression.Itsgreatpatienceandhumorfeedbackletstudentscorrecttheirmistakesintime.Thefeedbackcanalsoreflectthedifficultiesandemphasisoflessonsandhelpstudentstomakeitclear.5.5InWhichAspectsCanComputerHelpTeachers?Teachersusuallyprepareforandorganizeallkindsofquizzestotesttheeffectofteachingandlearning,sotheyknowstudents’learningdegreeandcompetence,andthenadaptproperteachingmethodtoencouragethem.Computerscanhelpteacherstocreattestpaperandanalysize.Thus,teacherscansavelotsofmoneyandtime.Therearelotsoforganizedexamattachedtosomeparameter,suchasdegreeofdifficulty,degreeofdifferentiation,degreeofpuzzlement.TeacherssenttestrequirementtoItemBankSystem,thencomputerformtestpaperaccordingtodemand.Studentscanhaveatestoneachcomputer,everyexaminationscriptisdifferent,computercanmarkthe第16页共15页\nComputer-assistedEnglishTeachingpaperautomatically,soteachersneedn’tcheckpaperoranalyzebythemselves.VI.ConclusionIn21stcentury,peoplepaymoreattentiontopracticalcapacity.Itmeansthatourtraditionaleducationalspiritofgettinghighmarksandteachers-centeredteachingmodeshouldbechange.Itisurgenttopopularizethespiritofcooperatingstudywithstudents-center,thespiritofimprovingcapacityandspiritoflearningwhole-heartedly.Withthesespirits,teachingmodeischanginglittlebylittle.Now,moreandmorestudentsdemandclassroom’sinvolvementandhopeteachers’betterteachingmethod,withthehelpofacomputer,themodewillbemoreeffective.ComputerisbeingusingnotonlyinEnglishteaching,butalsoothercourses.Computerdoesn’tsubstitutedforteachers,butitcanbecomeahelpfulteachingtoolformostteachers.Computer-assistedEnglishteachinghasmanyadvantagesondevelopinganewteachingmethodandincreasingEnglishteachingquality.Utilizingcomputer-assistedEnglishteachingisanewtrendofEnglishteaching,whichchangesthetraditionalteachingmethodandincreasesteachingefficiency.Alongwithdevelopmentofcomputertechnology,computerhasbeenappliedmorewidely,itmakesEnglishteachinganewfaceandmakeEnglishteachingmoreattractive.Ofcourse,wecanlearnEnglishthroughinternet.Inaword,computer-assistedEnglishteachingbringusintoabrand-neweraofEnglishteaching.References1.Brierley,B.&Kemble,I.1991.Computersasatoolinlanguageteaching[A].NewYork:EllisHorwood.58-692.Jun,Huang.1985.AVideo-ComputerAidedEnglishCourse[A].BeiJing:ForeignLanguageTeachingandResearchPress.30-353.Kenning,M.&Kenning,M.J.1990.Computersandlanguagelearning:Currenttheoryandpractice.NewYork:EllisHorwood.4.Piper,Alison.1987"Helpinglearnerstowrite:aroleforthewordprocessor,"ELTJournal41(2)：119-125.5.Taylor,R.1980.Thecomputerintheschool:Tutor,tool,tutee.NewYork:TeachersCollegePress.第16页共15页\nComputer-assistedEnglishTeaching6.Warschauer,M1997.“TheInternetforEnglishTeaching:guidelinesforteachers.TESLReporter,27-33.7.Wilkins,D.A.1974.SecondLanguageLearningandTeaching[M].London:EdwardArnold.110-1128.黄人杰《计算机辅助外语教学》[M].上海交通大学出版社.1992.34-489.李昆岩刘艳萍《计算机辅助英语教学的综合利用》[M].中国政法大学外国语学院2004.50-5410.项国雄《计算机辅助教学原理与课件设计》[A].电子科技大学出版社.1997.88-93第16页共15页\nComputer-assistedEnglishTeaching第16页共15页