Abstract
At present, many schools in China have built digital language classrooms, using digital language teaching system to assist English teaching, and combining computer and network technology to promote students’ English learning. However, in order to integrate digital language teaching system into English teaching curriculum, teachers should design multimedia audio and video teaching materials, teaching strategies and learning activities in order to make the digital language teaching system and teaching complement each other. Then promote the professional development of teachers and learners’ learning motivation and effectiveness.
Introduction
The development of digital language teaching system has overturned the traditional audio tape and video-based language teaching tools in the classroom from analogy to digital era. Nowadays, the language classrooms of colleges in China have gradually replaced the old ones with the new ones. However, the types and specifications of the digital language teaching tools are quite different. Few studies have explored the effectiveness of digital language teaching system in digital language classroom and its related issues. Therefore, this paper will introduce a digital language teaching system suitable for English listening, English speaking, reading and writing, and discuss its application in English teaching. To serve as a reference for future teachers.
Integration of IT into English teaching
Integration of IT in teaching means integrating IT into curriculum, teaching materials or teaching, making it an indispensable teaching and learning tool. The emphasis of the integration for information technology in teaching is on the teaching level rather than on the technical level. Science and technology is an auxiliary tool in the teaching process, which can be used to help teachers solve the problems arising from the teaching process and further help teachers to innovate in teaching. The main body of teaching should be students rather than teachers. Teachers should provide relevant resources and use appropriate teaching strategies and science and technology to assist the teaching process. The process of integration is a systematic stage, from analysis, design, development and implementation. Every stage of evaluation should be carefully assessed Evaluate the elements and conditions required for teaching.
Advances in information technology and the Internet have changed teachers’ teaching methods and students’ learning methods. Teachers can use information technology to implement adaptive learning in accordance with their aptitude, or to design standardized teaching objectives and evaluate learning results. Through the multimedia interactive teaching activities, the learners’ learning motivation is enhanced, and the learners’ attention is guided to transform passive learning into active learning, so as to achieve the goal of both teaching and learning.
The traditional English classroom teaching mode is: “teacher as the center, teachers use explanation, blackboard and various media as teaching means and methods to teach English knowledge to students”. Students passively accept the knowledge taught by teachers. [1] this is a single English teaching practice mode which is mainly taught by teachers. What a teacher teaches in a classroom does not mean what a student learns. Because of the classroom teaching mode taught by teachers, students are always in a passive state of acceptance, which seriously suppresses students’ learning enthusiasm, initiative and creativity; generally speaking, the teaching effect is poor, and the students’ satisfaction is not high; “it takes more time”. The problem of “less effective”. The shortage of teachers and teaching resources brought about by the expansion of enrollment in recent years has tremendous impact on the quality of English teaching, too. To find a solution to these problems, the Ministry of Education began to launch the English teaching reform in January of 2016 and promulgated the English Curriculum Teaching requirements (hereinafter referred to as “requirements”), which marks the formal implementation of English teaching-learning reform in China.
It is said that: “all colleges (universities) should make full use of computers and network technology and adopt new teaching mode to improve the old form”. We should make great use of advanced information technology and promote the new teaching mode of English teaching based on multimedia, while making full use of modern information technology. It is also essential to consider and reasonably inherit the excellent part of the existing teaching mode. [3] so the experiment of computer network assisted English teaching and the deep research on it have been carried out in universities and colleges all over the country. However, “the implementation of the new model in most colleges and universities is still a traditional teacher-centered plan. Computer-assisted instruction”[4] and the study of computer network-based autonomous learning model found that, students are not accustomed to autonomous learning, in an open teaching environment, feel at a loss.
In addition, students do not have much room for autonomous learning, they have to learn more subjects, have more hours, have more exams, and it is very difficult for students to balance the time spent in various subjects. [5] because of the lack of a tradition of autonomous learning in Chinese education. At present, English teaching does not have the conditions to promote the autonomous learning model in an all-round way. [6] in addition, constructivist learning theory holds that “knowledge is not acquired by teachers, but by learners in a certain context, that is, social and cultural background.” With the help of teachers and with the proper learning materials.
Obtained by means of the construction of meaning. Since learning is a process of meaning construction in a certain context, that is, social and cultural background, and with the help of other people, that is, through the cooperative activities between people, constructivist learning theory holds that “context is necessary for cooperation”. Conversation and meaning construction are four elements or four attributes in the learning environment. Constructivism advocates learner-centered learning under the guidance of teachers, which means, it emphasizes the cognitive subject role of learners and pays attention to the guiding role of teachers. Teachers are the helpers and promoters instead of imparting or inculcating knowledge in the teaching process. Science Student is the main body of information processing, the active constructor of meaning, Instead of passive recipients and indoctrinated objects of external stimuli, “[1]” Humanistic learning theory, from the point of view of human self-realization and personal meaning, proposes to fully respect students and advocate their dominant position in learning. A student-centered attempt to combine cognition and emotion. Rogers stressed the need to develop students’ personality, fully mobilize students’ internal motivation, require the creation of harmonious interpersonal relationships, and define “emotional teaching” and “student-centered” teaching models. [7] based on the above considerations, The author thinks that English teaching mode The reform should not only use computer, multimedia technology, network (LAN, campus network, Internet, etc.) and all kinds of teaching software, but also fully consider and inherit the excellent part of the existing teaching mode. Learner-centered teaching method should be adopted in teaching. “Learning a language is regarded as a process of acquiring communicative skills, rather than simply mastering language knowledge”. [8] the establishment of a new teaching model depends on a certain software and hardware environment. In order to carry on the reform experiment of English teaching mode, our college has built the full digital multimedia language real room. LBD2015 digital multimedia language teaching system platform symbol Constructivist learning environment. The characteristics and functions of multimedia technology and Internet meet the four requirements of “context” negotiation “conversation” and “meaning construction” emphasized by constructivism learning environment.
Experimental design
The main theoretical basis of this experiment is constructivism learning theory and humanism learning theory. The study was carried out by experimental comparison. In different teaching environments, the experimental class and the contrast class adopt different teaching aids in the same teacher, the same teaching content, and the same “student-centered” teaching method to carry on the teaching reform experiment for two years. At the end of the experiment, questionnaire, interview and discussion were used to find out the students’ attitude towards the new teaching model, and the SPPS12.0 software was used to analyze the students’ English scores and test scores before and after the experiment.
Experimental purposes and assumptions
The purpose of the experiment is to compare the traditional classroom teaching model with the traditional classroom teaching mode under the digital multimedia language teaching system. Experimental hypothesis: compared with the traditional classroom teaching mode, the traditional classroom teaching mode under the digital multimedia language teaching system:
It can stimulate students’ inner motivation and enthusiasm of English learning and improve their interest and enthusiasm. Students are more willing to speak actively and participate actively in classroom teaching, and the contents and methods of teaching are more abundant, and the amount of information obtained by students is greater.
It can improve students’ comprehensive ability of listening, speaking, reading, writing and translation. Autonomous learning ability has also improved.
The subjects of this study are some students of non-English majors in Guangdong Jiaying University of 2016. The time is 2 years, September 2016 to July 2018. Students enter school aged between 18 and 22.
Since 2016, our college has implemented graded teaching. After the students of Grade 04 entered the school, we graded teaching according to their English test scores at three levels: ABU C. The gender of the students is taken into account in each class, that is, there are boys and girls in each class, and there are students in arts and science.
I teach two A classes: one experimental class and one contrast class. Before the experiment, the two classes had the same level of English, while the contrast classes were slightly higher (see Table 1). However, there was no significant difference in the first comprehensive English test before the experiment (see Table 1) after
First, the second class must meet the “general requirements” learning goals. Secondly, the comprehensive English test scores, the oral English test scores and the national test scores of the two classes were taken as the indicators to analyze and compare the learning effect and teaching effect.
Comparison of the results of the two classes and the first comprehensive English test
Comparison of the results of the two classes and the first comprehensive English test
Teaching hours: the two classes are the same.
Five classes a week for the first year. A foreign teacher on the oral language, English teachers on 4 comprehensive English. In the second year, there are only 4 comprehensive sections of English, which are attended by English teachers. Students’ oral English is trained by English teachers in 4 sections of comprehensive English. Final oral examination, oral English scores accounted for 20% of the final examination. The two classes are taught by the author for four term.
Teaching environment: the experimental class 2 is in the digital language lab and 3 sections (the second year) in the classroom. Class 5 (4 of the second year) is in the classroom.
Teaching aids: the experimental classes mainly use computer, multimedia, network, digital multimedia language teaching system and other modern information technology to assist teaching. Contrast classes mainly use chalk, blackboard, recorder, projector assisted teaching. Teaching content: the teaching content is the same. The teaching materials used by the experimental class and the contrast class are: 1: 1.1–4 volumes of “New English” (2nd Edition), but the experimental class also uses network teaching materials, optical discs, teachers’ self-made PPT teaching courseware and some teaching videos of “all over the United States”. Play some English movies or clips in combination with the teaching content; use listening tape. 2. New edition for both classes “English simulation class.” 3. Fast reading materials, experimental class multimedia disc (new version of English) (published by the Foreign Society). Contrast class paper “experience English Fast Reading course” (no CD-ROM) (published by the higher Education Society). 4. Both classes enjoy English songs and music; but the experimental class can listen to songs with beautiful pictures, animations, or live videos; the contrast class plays songs on tape recorders without pictures and animation. 5. The practice material is the same as the simulation test. Students practice after-class. But students in the experimental class can practice on the computer. The contrast class is only paper. Teaching method: both classes are student-centered Questions, Task-based and Communicative, Collaborative and Interactive Language Teaching.
According to the students’ English test scores, the average score of the experimental class is 599, the average score of the first test is 68.7264, and the contrast class is 600.9/69.6019, which is slightly higher than that of the control class. However, SPSS12.0 statistical software is used for data analysis and
After two years of teaching reform experiments were conducted in different teaching environments and with different teaching aids, the second comprehensive English test, oral English test and students’ grade test scores of the two classes were tested by t-test. The experimental class was given 1/2 after comprehensive English test, 1/2 after spoken language and 1/2/1/2, respectively.
The average scores were 63.4811/72.6981/72.1962n/83.3962 (full score
After oral test 1 Pu 0.725, after oral test 2 Pu 0.662The test scores P0. 1 12 P are all greater than 0. 05. There is no statistically significant difference in English scores between the two classes (see Table 3 and 4). This is a little unexpected; hypothesis 3) is not verified.
Although the scores of several tests and grade tests could not be distinguished, hypothesis 3) could not be verified, but 75.5% of the students in the experimental class and 57.4% of the students in the contrast class had scored 425 points in the whole country. The difference is 18.1 percentage points. (see Table 2).
Comparison of comprehensive English and test results before and after the experiment in the experimental and contrasting classes
Comparison of comprehensive English and test results before and after the experiment in the experimental and contrasting classes
T test of Comprehensive English test before and after the experimental class and the contrast class
T test of oral English test scores before and after the experiment in the experimental class and the contrast class
Our survey also found that in multimedia computer-assisted English classroom teaching, students’ favorite parts are: using computer discs to train fast reading; using English movies. English film clips and English songs with pictures or animations for listening and speaking training, using teaching videos to set the scene and introduce cultural background knowledge. This has much in common with the survey conducted by Xu Hongchen and others. According to the survey conducted by Xu Hongchen, 98.5% of students are most willing to have access to images, pictures and sound through multimedia. Then there is the text and the form [11] after each question we ask the students to describe what they say. What? The students wrote as follows:
in the digital language laboratory teaching, the content is substantial, rich, comprehensive information, can learn more knowledge. Wonderful music, beautiful pictures, lively and interesting animations, movie clips arousing interest in English learning; helping to improve English listening, text, and impression; content is more easily absorbed and attention is more focused; it is not easy to lose mind and not to doze off. I want to learn more. Sometimes I am afraid of the end of class, feeling that each class is too short. Class in such a place feel a learning obligation and responsibility, enjoy the fun of the learning process. Used to be in the classroom just looking at the textbooks. It was boring and lost interest in English lessons. wearing headphones is not restricted by the location of the class, and you can hear very clearly where you sit. Everyone’s desk has a computer screen showing the teaching content, where you can see very clearly. Listen clearly and have fun learning. Students on the back and sides of the classroom usually can’t read or hear the contents on the blackboard and can’t hear the teacher clearly, so they speak, sleep, play with mobile phones, read other books and so on. when practicing oral English, you can record your spoken English immediately, correct the pronunciation in time, and make your pronunciation more accurate. Put on headphones and teachers, the interaction between students more convenient. it is very good to practice fast reading with computer; because of time limit, you have to read fast. A high degree of concentration. And you can choose how many words to read in each minute according to your own needs. The author’s questionnaire survey, student interviews, discussion results and teachers’ observation of the students in the experimental class all show that the experimental class students prefer the reformed teaching mode, but the difference of the students’ test scores between the two classes is not obvious. What’s the reason?
The author thinks that there are many reasons. But the main reason is that both classes adopt the “student-centered” theme, task-based and communicative, collaborative, and interactive teaching methods. Although the teaching environment and teaching aids are different, the advantages of the traditional classroom teaching mode under the digital multimedia language teaching system can not be replaced by the classroom of the chalk blackboard recorder projector. But the traditional classroom teaching also has many advantages. Students’ favorite parts in traditional classroom teaching are: group discussion, role-playing, English debate, English drama performance, etc. Communicative activities. These oral communication activities can also promote students’ effective learning, stimulate and maintain students’ enthusiasm and interest in learning, make the teaching process lively and interesting, and improve the efficiency of classroom teaching.
In addition, English is a public course, non-English majors spend a lot of time and energy to learn many professional courses and elective courses, especially science students. It takes time to learn English well. Thirdly, the improvement of students’ autonomous learning ability is closely related to the teachers’ systematic guidance, the establishment of students’ new learning concept and the cultivation of new learning habits. Most of the students in our new undergraduate college are poor at English, low starting point, poor self-study ability, lack of self-confidence, and rely on the teacher’s thought seriously. English classroom is the main place that many students expect to learn English well. Therefore, in class, it is very important to change students’ learning ideas, habits and how to learn.
Through two years of experimental research on teaching reform, we get the following enlightenment: the traditional classroom teaching model under the digital multimedia language teaching system is not much better than the traditional classroom teaching model in terms of students’ achievements. However, the results of investigation, interviews and interviews show that the experimental class students have a positive, positive and satisfied attitude towards the new classroom teaching model. Although modern equipment and advanced technology, such as multimedia computer network, are effective teaching means to assist teachers and students in learning, there are many advantages that cannot be replaced by traditional classroom teaching, but they are not omnipotent and can only be supplemented The role of teaching assistant and learning cannot replace the independent learning, thinking and cooperative learning of students, nor can it replace the in-person guidance of teachers, creative teaching and emotional communication between teachers and students, and face to face between students and students. Moreover, the advantages of interactive oral English communication activities such as group discussion, role-playing and English debate in traditional classroom teaching are also obvious from the perspective of comparative class teaching. How to better combine the advantages of traditional classroom teaching and multimedia computer network and other auxiliary teaching to better serve to improve the quality of English teaching is a topic we will discuss in the future.