Audio-Visual-Teaching-Methdology-視聽(tīng)教學(xué)法.ppt

Audio-VisualTeachingMethdology,Presenter:HuJie(No.0210650),1,References:DUYingjun,AStudyofaNewLanguageTeachingMethodologyBasedonMultimediaAssistance.JournalofChangshuInstituteofTechnology.2008:12HongzhiHu,JianpinWu.ApplyingCommunicativeTeachingMethodinEnglish-teachingClassroom.Sino-USEnglishTeaching.2005:2-9魯子問(wèn)，康淑敏.英語(yǔ)教學(xué)方法與策略MethodsandStrategiesforTEFL.華東師范大學(xué)出版社，2008.Background:wasproposedbyP.Guberinainthe1950susedinFrenchteaching.originatedfromtheDirectMethodandtheAudio-LingualApproach;alsocalledtheSituationalMethod.,Definition,TheAudio-VisualApproachisateachingapproachinwhichthefeelingsofvisualsenseandsenseofhearingarecombined.Itmakesuseofpictures,andslideshowstocreatesituationsandstressesonteachinginthesituationsofreallife.Itisonewaytoenhancelessonplansandgivestudentsadditionalwaystoprocesssubjectinformation.,Theoreticalbasis:SaussuresStructualismEmpiricalstudies:relatestotheS-RtheoryTheroleofteachersandstudents:Thestudentsshouldperformskitstofurtherdemonstratetheirknowledgeoflessonobjectives.Theycanhelpreinforceconceptstoeachother,makingteachersjobeasier.Material:audio-visualmaterials“conveyinformationmainlyviasoundandimageinsteadofbytext.”(TerrebonneParishLibrarySystem)Manyteachersusednewaidswithgreatsuccessmovedforwardtoopen-endedquestionandextendeddialogue,designedownsupplementarymaterials,exercisesandworksheets.,Characteristics,TheAudio-VisualApproachcloselycombinesthetargetlanguagewithsituations;Itadvocatesteachingspeakingandlisteningbeforereadingandwriting;Dialoguesineverydaylifesituationsarethecenterofteaching;Themothertongueisnotusedintheclassroom;Theteacherusesrecordeddialogueswithfilm-strippicturesequencestopresentlanguageitems;Thecourseofteachingconsistsoffoursteps:perception,comprehension,practiceanduse.,Procedures,Selection:audio-visualaids,materials,etc.Preparation:TheteachermustreceivetrainingPhysicalControl:thearrangementofkeepingaidssafelyProperPresentation:visualizingtheuseofteachingaidsbeforethepresentation;beingacquaintedwiththemanipulationoftheaidsResponse:toguidethestudentstorespondactivelytotheaudiovisualstimulusEvaluation:thereshouldbecontinuousevaluationofAudioVisualAidsmaterials,HowtoUseAudio-visualApproach,Trainingaidsinaudio-visualapproachcanbeplayedonanMP3player,laptop,TVorCDplayer.PresentationSlidesgraphics,music,photosandchartsineachcomponentofatopic.(MicrosoftPowerPoint,GooglePresentation,etc.)DigitalProjectorsdisplay3-DimagesAudioRecordingsincludeaspeechorlecturefromanauthoritariansourceMultimediawebsites,computer-basedtrainingcoursesandTVinoneteachingsession.,Development,Inthisdigitalage,thebenefitofaudio-visualaidsisthattheyenhancelearningbecauseinteractiveeffectscanbeusedtoreinforcethemateriallearned.Colors,effectsandformatcanallbecustomizedforeffectiveteaching,whichhelpsanaudience.Theseaspectsalsohelpspresentersbecausevisualaidsaresimpletocreate.Therearemanysoftwarepackagesthatpresenterscanusetotheirbenefit,includingMicrosoftPowerPointandAppleKeynote.,StrongPointsItisofbenefittostudentsinfosteringtheabilitytousetheforeignlanguagefreely;Ithelpsincreaseastudentsinterestinasubject;Ithelpsthestudentsshapegoodlanguagehabitsaswell.WeakPoints:NeglectingappropriateanalysisofsinglestructureinthelanguagenotsatisfythestudentsneedsofspeechcommunicationtothemaximumOverlookingthepositivesupplementarypartplayedbythemothertongueinlanguageteachingOtherProblems:(Technicalproblems,studentdistractions,expenses,time,space,convenience),SignificanceinHistory,Audio-Visualapproachmarkedstartofthetechnologicalageinlanguageteachingandintroducedimportantnewelementsneedforvisualpresentationandposs