大学英语多媒体教学评议及学习策略研究

The Role of Digital College English Learning and Its Strategies

本文调查了学生对大学英语使用多媒体辅助自学与传统教学方式的比较和评议,并对照了不同学业成就者的策略.分析表明:学生能接受多媒体辅学,但更愿意老师教学有方的指导;与照本宣科式的教学相比,学生宁可多媒体自学.针对多媒体辅学过程中出现的问题,如缺乏情感动力、没有交流互动、弱生英语学习思路和方法有偏颇等,教师要有效地发挥主导作用,协调好人机合作.这一点对多媒体辅助教学越来越普遍的今天有着适时的意义.

In this article, the digital college English learning has been compared with other traditional ways and its strategies among three levels of students were examined. It is found that, the digital learning itself is ranked behind a good teacher, while the students would rather face a virtual lecture than being a passive listener in a repeat-what-the-book-says class. In the groups of low, middle, high English proficiency students, the low-levels tend to spend most time on language points and grammar and are more likely involved in bottomup learning. The middle and high-level students seem to have a more balanced approach to English. In particular, the high-levels put most emphasis on listening. As the proficiency increases, more previews happen and the focus on language points is decreasing. Therefore, the teacher shall exert a more active role in digital learning and help the low-level students build up a better understanding of English learning.