多媒體網(wǎng)絡(luò)在小學(xué)英語教學(xué)中應(yīng)用的個(gè)案研究

AＣａseStudｙonMulｔimediａNetworｋinPｒimarｙＥnｇlishTeaｃｈinｇAbstｒact:Wiｔhtｈepopulａｒizａt(yī)ionofcｏmputertｅchnｏloｇy，mｕｌtｉmｅｄｉanetｗｏｒｋteaching,aｎoｖelteachｉｎgｐattern，ｈasbeｅnapplieｄtｏprｉmａrｙschoolEngliｓｈteacｈiｎｇ,ｗhiｃhchａnｇestｈｅtrａditioｎalＥnｇlｉshteacｈｉｎｇmｅthｏｄandstｕｄents＇ｌearninｇmｅｔhod.Tｈiｓthｅsｉswilｌａｎａｌyzｅｔｈeprｅseｎｔｓtａｔusoftheapｐlicationofｍulｔimｅdｉａnetwｏｒｋtｅachingｉnpriｍaryschooｌ'sＥｎglｉｓｈｔｅａchinｇinＣhiｎａasｗellastheinfluencｅｏfthisnｏｖelteａｃhinｇmethod.Aquestiｏｎnaiｒeisputintoｔheessａyinwｈｉchｔhｅdａｔaaresｈoｗnfromthequesｔionｎaire,ｗediscoveredtｈａt(yī)althoughｔhenewmｏdeiｓapopularone，thetｅachiｎｇｅfｆectｉsnotverygood．ＴhesｕrveyinｄiｃatesｔhatifｗewanttｏdeｖelopｏnlｉneEｎglishtｅachｉngｓuccessfullｙ，teachersmustconｖertｔｈeiｒroｌesandmakｅfｕlluseｏftｈeafｆlueｎtｔeaｃhingｒesourcｅs.Bａｓｅdｏｎcultiｖatiｎgthestudentｓ'abiｌiｔｙｔoobtainｉnfｏrmａt(yī)ｉononｔheｉｒｏwｎ,teacheｒｓshouldgivｅｔhestuｄentｓmｏrepracticechancｅｓwhiｌeｉｍpartｉｎｇstｕdyｓtｒａt(yī)egies.Studｅｎtssｈouldｈavecｏｒreｃtstuｄｙmotivaｔionsanｄpurpoｓｅsandmanagetomａkeusｅｏfｉnfｏrmatｉonresourcesｒeａｓonablｙaｎdeｆｆectiveｌy．KeyWords：primarｙEnglishtｅaching;mｕｌｔiｍeｄianetwork；teａcher-stｕdｅntrelaｔionｓhｉp多媒體網(wǎng)絡(luò)在小學(xué)英語教學(xué)中應(yīng)用的個(gè)案研究摘要:隨著計(jì)算機(jī)應(yīng)用的推廣,多媒體網(wǎng)絡(luò)應(yīng)用于小學(xué)英語教學(xué)越來越普遍。這種新的教學(xué)模式改變了傳統(tǒng)的英語教學(xué)方法和學(xué)生的學(xué)習(xí)方法，有一定的現(xiàn)實(shí)意義和應(yīng)用價(jià)值。本文分析了目前我國(guó)小學(xué)英語教學(xué)中多媒體網(wǎng)絡(luò)應(yīng)用的現(xiàn)狀，以及這種新教學(xué)模式給小學(xué)英語教學(xué)帶來的影響。本文采用問卷調(diào)查結(jié)果表明,雖然大多數(shù)學(xué)生都比較喜歡這種新的教學(xué)方法，但教學(xué)效果并不盡人意,仍然存在許多問題。例如，教師對(duì)多媒體網(wǎng)絡(luò)技術(shù)掌握的不夠,學(xué)生與學(xué)生之間交流減少。本研究的結(jié)果表明，小學(xué)網(wǎng)絡(luò)英語教學(xué)成功開展要求教師必須真正轉(zhuǎn)變角色,充分利用豐富教學(xué)資源,從切實(shí)培養(yǎng)學(xué)生獲取信息的能力出發(fā)，多給學(xué)生實(shí)踐的機(jī)會(huì)。同時(shí),學(xué)生要有正確的學(xué)習(xí)動(dòng)機(jī)和目的，在老師的指導(dǎo)下學(xué)會(huì)合理、有效地使用信息資源。關(guān)鍵詞:小學(xué)英語教學(xué),多媒體網(wǎng)絡(luò)，師生關(guān)系CONTENTSＴO(shè)Ｃ\o"1-3"＼h＼zHＹPERLIＮＫＩntｒoduction PＡＧＥREF_Ｔｏc1720１21６８\h１１. ＴｈeBａcｋｇｒoundoｆNetwoｒkTeａching…………….．11.1ThｅDefinitionofNｅｔworkTｅaｃhing……...……..11．2PｒeseｎtSituaｔiｏｎoftheＲesｅａrchｉｎI(lǐng)ｎterneｔTeachingiｎＣhina…………….……．31.3ThePurposeofＴhｉｓThesｉs………．……………４2.?InvｅｓtｉgationonMultｉmedｉaNetworkＥngｌｉsｈTｅachingｉｎ PrｉmarｙSchoｏl………………….……６2.1AｎＩntｅrviewwithｔｈeTｅacherｓ………………..62.2QｕestionnairetｏStｕdenｔs………..…….….…..73． InspiraｔiｏｎａｎdPｒoblｅmsCｏncerｎeｄ………………93.1FindingsoftｈeSurvey…………….……….….………….…..…9３.2TｈeCaｕseｓofｔheProblems…..…………．……．．104. SuggestｉonｓｆortheSoluｔions……..124．1ＬｅａｒningMｏreaｂoｕtMultｉmeｄiaNeｔworkTeachｉnｇ………….124.2ＨavinｇaBｅｔｔerUnderstａndingofｔhｅStudeｎts………………..134.3MakｉngＳcieｎtificUｓｅoｆｔheInformａt(yī)ion…………………..．…1４５.?Conｃｌusｉｏn………………..．………．．15Bibliogｒapｈy…………….………………….………18IntroducｔiｏnSiｎcethｅ19９0s,thｅrapiｄdeｖｅｌopmentoftheinforｍaｔioｎteｃhnoloｇyｈaｓalreadychangeｄtｈeｐeoplｅ’sｗaｙoｆlife，ｅspeｃｉallyinteaｃｈingfｉelｄ.Ｔｏkｅe(cuò)puｐwiｔhｔhiｓfoｒemostdeｖelｏpｍeｎtｉneduｃａt(yī)iｏnanｄtoiｍprovｅitｓoveｒａｌｌｔｅaｃhｉngａｎdlearnｉng,ｍａnyscｈoolｓbegantｏusemultimedianetｗｏrkｉnEnglishteａchｉng.Nｅtwoｒktｅachingcａnimpｒovetheｃommｕnicationbetweeｎteaｃhersanｄstudentｓanｄeｎcｏuraｇemorｅｗorksonｔhｅstｕdents’ｐaｒt,especiaｌｌyindｉｖiduａlizedlｅaｒｎｉｎg．Itenlargesｔhescopｅoｆtｅachingandlearningａndｉtheｌｐstｏeｘteｎｄｅｄuｃationｂeyonｄｔheschｏｏlｃａmｐuｓ.Thｅapｐlicａt(yī)ionoｆneｔworkｔeａcｈｉngｉnDｅshengPｒimaryＳchooｌｉｓatypiｃaｌcａse.AｎdthecaｓeiｎDeshengprimａｒｙＳchoｏｌcanseｒｖeasａminiaｔｕrｅofmultｉmedianeｔwｏｒkEｎglishteachiｎgintheｃｉｔyofＨaｎgzhｏu.Tｅachersandstudｅntsａlikehavebeeｎshowingmuchiｎｔerestinｔhｉsｎeｗly-emergedteachingmethoｄwhｉchｈasbrouｇhtaｂouｔagreatmａnｙcｈanｇeｓtｏthetrａdiｔionalteａchingmeｔhodandyｉeldｅdconｓiｄｅrableaｃhｉevemeｎtｓinｔheiｍprovｅmentｏfＥｎgliｓhteａchinganｄleａrninｇinｔheschoｏl．Ｏfcｏuｒsｅ，theｍuｌtimediaEｎglishｔｅachiｎgandleaｒningiｎＤeｓhengｐrimａｒysｃhｏｏlaｌsohasitｓownstrengｔhｓ.TeacｈersaｎdｓｔｕdentsａreｎｏｔsｏexcｉtedｉnｔhefaceoftheInｔｅrnｅttｅacｈinｇ.Tｈisnewｌｙemergｅdteachiｎgmetｈodｈasjustbeenｂrouｇhｔin,butcaｎｎoｔyiｅldanideａleffect.Tｅacherｓaｎｄstuｄentｓarestillｉnneｅdoｆmorｅｓcientificgｕｉｄanceinｔheirteａchiｎｇandlearｎinｇ.Bｕt,ｔhereisｎodenyingｔhatｔheＩnteｒｎｅtEnｇlｉsｈteａcｈinｇandlearniｎgisｔobecｏmetｈｅmostｐｏpｕlａrＴheBaｃkgrｏunｄofＮｅtwｏｒkTeaching１．1?ＴｈeＤeｆinｉｔionofNetｗorｋＴeachｉｎgNetworkteaching,alsocaｌlｅdInternetteaching，isakindｏfｄiｓtaｎｃｅe(cuò)duｃatｉｏnthｒougｈｔｈｅInteｒnet,andmultimedianｅtwoｒｋＥngliｓhteａｃhingｉｓｔheteacｈingaｎｄlearniｎｇofEnｇlｉsｈｔhrｏｕｇｈvaｒｉoｕsmultｉmeｄiａａidsandtｈeIｎｔeｒnｅt．Wｉththerapiddeveloｐmentoｆthｅｉnfoｒmatiｏntechｎolｏgｙ,mｕltimｅdiaandｔｈeInterｎeｔ,hasfundａmentａllycｈangedthｅｗａｙｏfpｅopｌｅ’slifｅ.Thouｇhｉｔisveryｄiｆficｕlttｏcouｎttｈｅnumbeｒofpeｏple“roamiｎg”ｏntheIｎterｎetｎowaｄaｙs,onｅthingiｓｓuｒe,thａｔistheｉnｆlｕenceofｔheIntｅｒneｔｈasｃausedａchａnｇｅinｅvｅryａsｐectofourlife,espｅｃｉallytheｗaywｅcommunicａt(yī)eｗiｔhotｈeｒｓ.Iｔisrealｌyａnewrevoｌutｉｏninhｕmａnｈｉｓtory.Ineｄucation,onｅoｆthegrｅａｔｅstchanｇesbroｕghtaboutｂythedeｖelopmenｔoｆinｆormaｔioｎaｎdｔｅcｈnolｏgyistheａpplianceｏｆmulｔimedｉａandtｈeIｎterneｔinteacｈinｇ.Nowaｄaｙs,ｔheｔeachingofEngliｓhisseeiｎgmoｒｅanｄｍorｅinｆlueｎcefｒｏmmultimｅdianetworkteacｈing．Asfａraseducａt(yī)ionisconcernｅd,ｔheIｎtｅrneｔｐｒｏｖideｓseveralｎewcａｐａbｉlｉｔiesforbｏtｈteachersandsｔudents,incｌuｄｉｎｇdiｓtanｃeedｕcatiｏn，easiercollaboratｉvetｅachingandleａrnｉng,iｎcreaseｄacceｓｓtｏtheteacｈinｇaｎdleaｒningreｓources,ａndｍorefreedｏｍtodeveloｐｉnteractiｖeteachiｎgｍateｒiａls(Dudeney，２00０).Witｈｔheａｄvaｎtagｅofｔｈeｃoｎｖｅnienｃｅｏfshaｒｉｎgｉnfoｒmationandreｓｏｕrceswｉtｈoｕttｈelimｉｔａt(yī)iｏnoftimｅaｎdsｐａce，ｔhｅＩntｅrｎethasｍadeiｔpｏｓｓibleforaｓmanｙpeopｌeaｓpossiｂｌeｔｏｈavｅaｃｃesstｏｔｈeeducationalｒeｓoｕrceｓprovidedonｔheInterｎet,cｏnｓequeｎtｌｙinｃｒeasiｎgtｈｅnumｂerｏｆpeopleｔorｅceivebeｔtｅrｅdｕcatｉｏnａｎdspeedinguｐtｈeｄevelｏpmentofeduｃatｉonallovertheworlｄ.Liｆe-ｌoｎgeducatｉｏniｓｎｏwｐossibleaｎdwiththeiｎcreaｓiｎｇnumbeｒofreformsiｎeducaｔioｎ,schｏolｅduｃａt(yī)ｉonbeginstoturnｆromteaｃheｒ－centeｒedｔoleａrnｅr-centｅredaｎdinterａcｔｉveorcoｏperatiｖeｔeａchinghaｓcomｅtoｔｈesｃeneＮowadａyｓ,Inｔｅrnet－ｔeａchiｎghaｓtuｒnｅdouｔtobetheｍａinconcernofthｅdevelopmeｎtaｎdｒeｆｏrmofｅducationｉnｍaｎycounｔrｉeｓinthewoｒld,whｏhavepaｉdmoreandｍｏreaｔｔｅntiontｏtｈeappliancｅｏftheInterｎetａnｄotheｒreｓouｒｃesofｔhｅｉnｆormａｔiｏnｔｅｃhnoｌogｙｔotheｉreｄuｃａt(yī)ｉon,havｅｍadｅｖａｒiousreｆormsandadｊｕsｔmeｎts,anｄｈaverendereｄtheInternetteachinｇtoｏｎeofthｅｆaｓｔestdevelopinｇｅleｍｅnｔsineduｃａt(yī)iｏn．IthasbeenａpｏpulartreｎdiｎtherｅｓearchoｆｔeachingrｅｆｏｒmsinｔheworｌdtostｕdｙｔｈeｃｒeaｔiｖetｅａｃhingintheIｎｔeｒnet．AsｔheIntｅrnetteacｈiｎgｃａnbreａkitselfａwayfｒomthｅｌimiｔatｉｏｎoftimeａndspａｃe，manyｃouｎtｒiesｈaｖeｂeengoｉngvigorouslyonｔheaｐplianceoftheＩｎternetandｉtsreleｖａntresｅaｒchinsｃｈooleduｃatioｎ,ｃommｕnityedｕcatiｏn，poｐｕlareducatioｎandon-the-jｏbtｒainｉｎg.ＰreｓentSｉtｕatioｎoｆｔheＲesｅaｒchinInterｎetTeachiｎginChinaAsｅarｌyａs199６,ＢillＣlｉｎtoｎ,ｔheｔｈｅnUSpｒeｓiｄｅntpｕｔforｗardtｈeEｄucatiｏnTechｎolｏgyInｉｔiａt(yī)iｖe,sayｉngthaｔｂy2０00evｅrｙcｌａssroｏmaｎdeｖerylibraryintheUniteｄStａｔeｓwｏuｌdhavebeｅnｃonneｃtｅdtotheInｔeｒneｔ.InＪaｐａn,arｅseaｒｃｈｐrojeｃtｏfinforｍatiｏｎtechnologyiｓｎｏwｕnｄerimplementationtomａkenetｗｏrｋedｕｃatioｎuniversａlｉnａllｐrimaryandsecoｎdaｒyscｈｏolｓ.TheChiｎesegｏveｒnmenthasａlsolaｉdmuchemphasisoｎthedevｅlｏpmentｏｆＩnteｒneｔｔｅａchｉngａｎdhaｓdoｎeａgreatdealoniｔ.Thenａt(yī)ioｎaldｉｓtaｎceeducatｉonpｒｏgram,whｉｃhisstiｌlｕnｄeｒplanｎｉnｇ,wiｌlgoevenfurtheｒtｈanｅvｅrbｅfｏrｅtoｉｎclｕdebasiceducａt(yī)ion,namｅｌｙeduｃatiｏｎｉｎprimaｒyaｎdsecｏndaryschｏols,ｉnｔｏＩntｅｒnetteaｃhing.Ｈoｗｅvｅr,ｔhｅpresentsiｔuａｔionofｔherｅｓeaｒchｉnInternetteacｈinｇinChinaｉsstillfａrfromdesｉraｂle．Fｉｒstofaｌl,theｒeｓearchｏnｔhetheoriesandmethodｓoｆtheIntｅrnｅttｅaｃhingdeｓｉgｎiｓnoｔcａrriedoutｓｙｓtemａt(yī)icａｌly.Ananａlysisoｆthecoｌlecｔiｏｎsofthｅrｅｓｅarｃhpａpeｒsontherｅleｖａntacadeｍicjournals,ｓuchａsElectronicＥdｕcａt(yī)ionReｓearｃh,ChｉneseElectroniｃＴeａchｉnganｄEducａｔioｎalTeｃhｎology,asweｌｌaｓtｈeedu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nｉｎgｉｎfｏrmａt(yī)iｏnyoｕhavefoｕndontheInterneｔ?3)ＤoｙouoftｅndisｃｕｓｓｗitｈyoｕrsｔｕｄentsabｏutthｅiｒsｔｕdｙonｔｈeInteｒnet？Anｄ４)ＤｏyouoftｅnconｄｕｃtyouｒｌecturｅstｈｒouｇhthｅInteｒｎｅt?Ｔｈeａnswerscａnｂeｓummａｒiｚｅdasfollows：Theｍｏderniｎｆorｍatｉonｔｅchnoloｇyｈasｈeｌpedteａｃherｓalotｉnpｒeｐarｉｎgalｅsｓoｎasitcanalwaysｐrovidethｅmwithｔheinformaｔionandmatｅriａlstｈeywａnttｏmａketｈecｌassｍoreintｅresｔｉngthanevｅrbefoｒe．Howevｅｒ,mostｏfthｅteachersstiｌlgiveｔｈeirlｅsｓｏnsiｎｔheclaｓsroｏｍ,feariｎgｔｈattｈeymaｙloｓｅcontrｏlofｔhestudeｎtsandthｅirstuｄyｗhileｔeａchｉngontheInterｎeｔwiththestudeｎｔsscatterｉnghｅrｅａndｔherｅiｎtｈeｄormitｏrieｓｆａraｗaｙfrｏmthem.TeａｃhｅrｓｇiｖetｈeirlessonswithmultｉmediateaｃｈingsｏfｔwaｒeiｎthｅclａssrｏomandoftenintroducｅthestudenｔｓtotｈelatestinfoｒmatｉｏnonｔheIntｅrnetｂutitｉsａｌwａｙsdiｆｆｉcｕｌtfortｈemtomoniｔoｒｔhestuｄｅnts’learning,forexaｍｐle，ｉｆｔｈｅyｈavｅvｏluntarilygotaccesstｏthaｔiｎformａt(yī)ion,howwelltheyｈavｅlearnedｉtａndfｏｕnｄｉtbeneficiａltotheirｓtudｙ.TeacherssometimesｄiｓcusｓwithtｈestｕdｅntｓoｎtheＩnteｒnｅｔｂutｔhediscuｓsionmayfａiｌtogoｄｅe(cuò)pastheｓtｕｄｅntsmａyjusｔsimpｌywanｔanａnｓwertｏａgrammarｐrｏｂlemand,ontｈeoｔherhand，boｔhsidesmayfindｉtdifficulttｏａfｆordthetimeasthestudentsalwａｙsｈavesｏｍuchhomeｗoｒkｔｏdoandｔhetｅａｃhersarealwaysbusyｃｏｒrecｔingtheirｅxercisｅｓ.Anｄtｈｅｍｏstｉmportantthinｇｉｓ,sometｉｍesstudｅnｔsmayloseinｔeｒestinthedetaｉlｅdmaｔｅriａlstheteaｃherｈａsｔａkｅngreatpainstｏcoｌleｃt，forthesｔudeｎtｓthinkｔhatｔheｙhaｖelｉｔtleｏｒnothingtodoｗiththeexaminａt(yī)ｉonstheyarｅgoingｔotａke.２．2?ＱuｅstionnａiretoStudｅｎtｓTｏhaｖeａclｅarｅrｐicｔureofｔhewｈｏlesituaｔｉoｎ，theauｔｈorhasaｌsorａnｄomlyconductedasｕrveyofthelearningstrategiｅsamongtheｓｔudｅntsinｔheclassesoｆＧrade4andGrade5.Theqｕesｔionsｈavecoverｅdａbigraｎｇｅoｆsｔuｄentｓ’learｎingstrａｔｅgiesｉncludingthewayｔheyusedinｎｅｔworkaｎdmultimediaEｎgｌishleａｒninｇ.Tｈeｆollowｉngtａbｌｅs(1-４)ｃonｔainingoｎesurveyｑuestｉonineach,shoｗｔhｅｒesuｌｔsoftheｓurvey１.WhaｔisｙｏuｒwａytolｅarnEnglish?Chｏｉces GrａdeGrａde4,4０pａrticipantｓGrａde5,38ｐarｔicipantsByaｔｔendiｎgcｌasｓes38（95．0%)35(92．1%)ＯntｈｅInternet9（22.5%)7（18.4％)Referenceｂｏoks25(62.5%)２6（６８.4％)2.HowoftendoyourEnglishtｅacheｒｓuｓeｔhenetworkｆacilitieｓinｔeaching？Ｃｈｏiceｓ GradeＧrade４,40ｐarticｉpanｔsGrade5,3８particｉｐaｎtｓAlmosｔineverｙcｌass3５(87.0%）27(7７．1％）Seｖｅralｔimｅsａｗｅe(cuò)k７(１7.5%)9(２3.７%)Sｅｖｅraltiｍesaterm３（7.5％)6(15．８％）3．Caｎyouｈaｖebetteｒｌｅarniｎgeffectsｗhenteacherｓｔeacｈwithneｔworkfaｃｉlｉtiｅs?Choｉｃｅs GｒａdeGrａde４,4０ｐarｔiｃipantsGraｄｅ5,３8paｒticｉpanｔsＹes13(32.5％)1５（39．4％)Sometｉmeｓyeｓ27(67．５%)20(5２.6%）No5(12.５%)４（10．5%)4.Ｗhatfａctorsaｒｅhｉｎdeｒiｎgnｅtｗorkｔeacｈinginrｅachingsatisｆaｃtｏrｙreｓulｔs?Cｈoｉces?GraｄeGｒade4，4０ｐarｔicipanｔsGrａde5,3８ｐartiｃipantsＴhemakiｎｇｏfｔheteachiｎgｓofｔware11(27．5％)13(34.2%)Ｔhecoｎteｎtoftｈeｔｅacｈingmａt(yī)ｅrｉals１3（32.5%)８（2１%)Tｈewayteａcheｒｏrｇａｎizestheclａss1６(4０．0％)9(23.６%）Sｔudentｓｎｏtpａyingeｎoughattｅｎtiｏｎ35（87．5%)１８(47.3%)Ｔheｎｅｔwｏrkｎotｏperatinｇsmoothly7（１７.５%）20(52.６%)Nｏwleｔ’shavｅabｒieｆａnalysiｓofthisｓurｖｅy.Frｏmtheform,wecanseｅtｈａｔevenｉｎtheclasｓes,teachersuｓｅｃomputｅrsａnｄｍｕltimediａ,studｅntsａrｅsｔｉlllｅａrｎｉnｇiｎthetraｄitionａlwaysbythemｓelveｓ,namelybyatｔeｎdingclasses(9５%oｆthestudｅntｓinＧrade4and92.1%ofthestuｄentｓｉnGrade5)andconｓultingｒeｆeｒｅnceｂooks(62.5%ofthestｕdentｓｉnGrade4anｄ68．4%oftｈestudentsinGrａｄe5）.OnlｙveryfewstudentshaveｔriedleaｒnｉngoｎtｈeIｎternet(９％oftｈｅstudentｓiｎGｒａdｅ4and7%oｆthesｔuｄｅntsinGradｅ5）.Inoｔherwoｒds，eｖｅnthoughthetｅaｃｈiｎgmｅdiａhａvｅchａnｇedtotｈｅmoｄerninformatioｎteｃｈｎoloｇyofｍultiｍediaandtｈeIntｅrnet，theｔeaｃhinｇmethｏdsintｈeexpeｒｉmeｎtaｌclasseｓｓtiｌlreｍaiｎthesameaｓｔhetraditｉonａlonｅs．Ｔopｕtｉtpｌａinly,wｅcansaｙthatｔheｏnｌybigdiｆｆｅrencｅbetｗeenａt(yī)ｅacｈingwiｔhinformationｔechnologyclassaｎdａｎordiｎaryclassiｓthａｔcoｍputｅrsandmultｉmedｉahavｅinmorecasestakｅnthｅplaｃeofｔhecｈalkaｎdblａckboaｒdｓ.Teａchersusethenetｗorkｆacilｉtieｓveｒyｏｆteｎinｔｅａｃhing(８７.5%inGrade4ａnｄ77．1%inGrａdｅ5），butinsteadoｆapplyｉngｔhemｉnfｕｒthｅｒcｕltivaｔingｓtudeｎｔs’lｅarｎingaｂｉliｔies,ｔhｅyaｒemaiｎlyuｓingｔｈｅｍaｓatｏｏlinclａssｒｏomteａchｉng.Alｔhoｕghmｏsｔoｆｔhestuｄｅｎtsfinｄtｈaｔｔｈeyhａveenougｈtｏleaｒnfromtheｔeａｃherintｈeｃｌaｓｓ,onlyasｍallnumberoftｈeｓtuｄentsinGrade4(3２.5%)arepoｓitiｖeｌysｕrｅthａｔｔｈeycａｎreallｙhavebｅttｅrｐerfｏrmancｅinthｅirstudyｉntheｎｅｔwｏrkｔeachiｎｇclaｓses.Ａsfｏrｔheｒeasｏns，mosｔｏfｔhesｔudenｔsinＧrａｄe4blamethemselvesfｏrnotpayinｇeｎoughaｔｔenｔiｏn(87.5%）ｗhilesoｍebelievethatｔｈｅteacｈerhasfaｉledtooｒｇaniｚeｔhｅｃｌassiｎａsatｉsfaｃtｏryway（40%)andaｆewotｈersfindthecontentofthｅｔeａｃhinｇmaｔerialｓunａccepｔａble(3２.5%）butoｎｌyａｓｍaｌlnuｍberoｆｔhemｈavｅcomplａｉneｄabｏutｔheteacｈinｇsoｆtwａre(27.5%)andｂlamedｔhenetwｏｒkｓｙsteｍfoｒtroublesomeoperatioｎ（17.5%)．IｔmeａnsthatstudｅnｔsinｔｈiｓGradehaveｆaｉlｅdtomakefｕllｕseoftｈeiｎformatｉoｎｔeｃhｎologyinｔhｅiｒlｅａrnｉng,sotｈeyhavｅonｌytheｍｓeｌvｅｓtoｂlaｍe.However，iｎGraｄe5,wheｎstudentsdohaveｔriｅdtheirbesttogiveｆulｌｐlayｔotheInteｒnet，ittｕrnsouｔtoletｔhemdown.WecaｎｓeethatmorethaｎhalｆoｆthｅstudentｓinｔhisGｒaｄe52．６％coｍplaintｈatthetｅaｃhｉngneｔworｋsysｔemarｅnｏｔopｅrａt(yī)inｇsmoothlｙand3４.2%oｆthemfinｄtheteａchingsoftwaｒeｗell-designeｄ.Stillsｔuｄeｎtｓiｎｔhｉsgradeａlｓｏｈavｅｔheｓamｅproblｅmsｉnｔheiｒstｕdyaｓtheｐｒｅｖiousgraｄebecauｓe４7．3%ofthemrevｅａltｈattheyhａvenｏｔpaｉdｍuchatｔｅｎｔiontonｅｔｗorkｓouｒｃes．3.ＩnspｉrationanｄPrｏbｌeｍsConceｒnｅdＦｉｎdiｎgsoftｈeSurveyTeacｈｅｒsｈavemａdeｇｒｅateffoｒｔstoaｄaｐtｔｏtheｎewtｅachiｎｇenvirｏｎment．Fｉrstofalｌ,ｉｎsteaｄoftheｔｒａnsmittingkｎｏwledgetoｓｔudentｓ,ｔｅａcherｓｈaｖeｆocuｓｅdtheiraｔtenｔｉononthecｕｌtｉｖａt(yī)ionofstudｅnts’aｂiｌiｔytoｏbtainｋnoｗledgｅbythemselvｅsfｒomｔheＩntｅｒｎeｔ.Ｄｕｒinｇtｈeinterviews，manytｅachersadｍiｔｔｈatiｎthｅirｔｅaｃhiｎｇtheyｈavepａｉdmｕｃｈattｅntｉｏｎｔothｅtｒaｉｎinｇofｓtudents’ａｂiliｔyｔｏsearchfｏｒｔheiｎforｍationtheywantthrｏughtheInterneｔ.Sｅcondly,ｔheInternetteaｃhiｎgｈaslｅｄtothechangesｉnthｅteaｃhｅrs’roｌｅｓ.Ｔrａｄiｔionaｌly，ateacherｉsａconｔｒｏlleroftheclａss.Heplansｈiｓlessｏｎaｎｄｄeliｖersiｔtoｈissｔudeｎtｓwhｏhavelittlｅｉnvoｌvemｅntinｔhｅｔeachiｎgproceｓs.Ｂuｔnoｗｓtuｄｅnｔｓcaｎdiscｕsｓwiｔhｔhｅteacherｓaboutｈｏwａｌeｓsonsｈoｕldbeconductedａnｄhowtogetprepareｄｆorｉtbysearchingfｏrｔｈｅrｅｌｅvaｎtinformａt(yī)ｉononthｅＩｎternｅtandpｏoｌitwithtｈoseoftheteａcherandｆelｌowstudeｎts．MａnｙｔeacｈerstellthａｔthｅaｐpｌｉcationofthｅIntｅｒｎeｔhasｍadetheprｅpａratiｏｎｏfalessｏnmｕchｅasier,becａusｅｔheｙｃanhａｖesｏmanythiｎgsｃondｕｃｔｅdbythestudeｎts.Tｈeyhavethusturnedfroｍａcontrollｅrtoａｇuidｅ．Cｏnsｅquｅｎtlｙ，therelaｔｉonsｈiｐbeｔweeｎthｅｔeachｅrsaｎdthｅstudｅntshasalsochangeｄ．Theｙarenoｗｉｎeｑualｐoｓitioｎsanｄtｈegapｂeｔweenthemhasｂeｅnｎarrｏｗed．Mostoftheteａcｈｅrsｓａyｔheyfｅe(cuò)ｌｃｌｏseｒｔoｔｈeｓｔudentsandｔhｅstｕdｅｎｔshavｅtｒｕｓtedthｅmｍorethａnbefoｒe.Finａlly,tｈｅchaｎｇeoｆteaｃhｉngmetｈodｓisthｅmostimportantｃｈangetowardslａｎｇuaｇeｔeaching.Fromｔhetｅacheｒs’ｐeｒspecｔive,theiｎｆormatiｏnｔechnoloｇyhａsbrｏughtabouｔarevoｌutiｏninlａnguａgeteａｃhingandlearning．MultｉmｅdiaIｎterｎeｔlanguageteachinghasｇrｅatｌychangedｔhｅwayｏftｅacｈingtｈeｆoｕrｂaｓiｃskiｌlsofalanguage，ｎameｌyｌistening,speakiｎg,ｒeａｄiｎgandwritｉｎｇ．Themultimediacanoffeｒsｔｕdentsviｖidaudio-vｉsuaｌmａt(yī)ｅrialssｏthattｈeycaｎcombinelｉｓteningwｉthseeinｇ,whichgｒｅaｔlyenhancｅstheｉｒintｅreｓtiｎtｈepractice.Stｕｄeｎtsｃanｎｏwobtaiｎtｈeinitiａt(yī)iｖeoftｈeｉrｓｔudyingmateｒialsandsｔayonwｈeretｈeyｆeｅldifficulｔaｎdｃhecktheiｒundｅrsｔandiｎgwｉｔｈthetapescriptsorkeysprovidedbｙtheｔｅａchｅrｔｈｒoughtheInternet．Theiｒpraｃticeisnowfreefroｍthelｉｍiｔatｉonoftimeandspacｅ.ThｅycandoitaｔanytｉmeeｉtheｒｉnｔheclａsｓｒoomorｉnｔhｅdormaslongastheircｏmputersａｒｅconneｃｔｅdtotheInternet.Ｂeｓides,studｅnｔsｃaｎalsｏhaｖｅｓｏmeonlinepractｉｃebythemｓeｌvesthroughtheＩntｅrnet．Second,ｔheＩnternｅthasmａｄeupfｏrtheweaｋnessｅｓofthetraditｉonaｌoralｐracticｅintheclaｓs．Stuｄeｎtscannowｈavｅmoreｃhaｎｃestopractｉcewitｈtheｉrcomputｅｒsindividuallｙanｄsimulｔanｅoｕslyｉnstｅadofwaｉtingｆorｔｈeiｒownｔurninclass.WitｈNeｔMeeｔinganｄＯICQ,theycaｎtaｌkwｉththeiｒteachersｉnｃlassorwitｈａnyoneonｔheＩnternｅtafterclass.Morｅovｅr,tｅacherscanputｆoｒｗarｄsoｍespeciａlquestioｎstｏsｔudｅntsｔocａt(yī)erfoｒthｅiroｗｎｎeeｄs.Thirｄ,tｈｅIｎｔeｒneｔhａｓprovideｄｓtudenｔswitｈthｅaccesstoｔｈelａｔesｔanｄｅnｒichｅdstudyinｇresourceｓ．Theｙcanｃhｏｏｓeｗhａt(yī)evertｈeyareinteresｔｅdinwhiｃhtｏsomｅｅxtｅntheｌpstomakeｔheprａcｔicｅｍｏreviviｄaｎdiｎtｅrｅｓting．Fｉｎally,thｅapplicatｉoｎofthｅＩnｔerｎeｔandmultimedｉaｈeｌｐsｓtudｅｎｔstｏｅxｐreｓsｔhemｓelｖeｓiｎwritｉnｇ.Withtｈevaｒiedｓｔyｌeｓandｔoｐics，ｔｅacherscaｎgivｅdｉfｆeｒenｔstudenｔsdifferenｔmodｅｌaｒticｌesｉnthｅwriｔingclａss．BydｏｉnｇwrｉtiｎgpraｃｔicｅｏnｔhｅＩnterｎeｔ,stuｄentｓcanhavemｏｒecｏntroloｆtheirowntime.Aｎdbycorrｅctingsｔｕdeｎtｓ’writｉｎｇsontheInternet,ｔeａcherｓcａｎhavemoreeｆfectiveｃｏntｒoｌonthｅirpeｒformanｃewithｔｈedatabａsesetupｆorｅａchstudent．TeacherscanalsogiｖetheｓｔuｄeｎtsｔhefeeｄbacｋoftheiｒwｒitiｎgａｔｔｈeearｌieｓｔtimｅｔｈroｕghtheoｎlｉnecoｍｍuｎiｃaｔionofｔheschoolBＢS.TheCａuseｓoｆｔheProbｌｅｍsＴheａnaｌysisoｆｔhｅｄatafromtheｓurveyhａｓshｏｗｎussomeliｇhtstotｈesituatiｏｎofmuｌtimｅdiaＥｎｇlishteachinｇinDeshengＰrimaryＳｃhoｏl.Tｈecaｕsｅsoｆtheprｏｂlｅmsofteachｉnｇｗｉｔｈinfｏrｍａt(yī)ioｎtechｎolｏgyＦｉrｓtｏfａlｌ,evｅnthｏughtheIntｅrneｔhasbeensetupforｔhemultimeｄiａnetworｋtｅａcｈingandｌeａrnｉngｉｎtheｓchooｌ,iｔhasnoｔｂeenｆullyｍadeuseof．Thｅｔｅachｉngintheschoolhaｓｒemainedasbｅfｏｒemainlｙiｎcｌａｓsrｏomteaching.Iｎmosｔcases,theｍodｅrnteachiｎｇtｅchnologyｉｓonlyaｓubstitutefｏrtheoｒiｇｉnａlteachingtoolｓ.Mostｏｆthｅteaｃｈerssｔaｔedthａt(yī)thｅｙａrestｉｌｌtｅachｉｎgwithｔｈeolｄteachｉngconcept，teａcｈiｎgmoｄｅlａndteaｃhｉｎgmｅtｈｏdsｂecａusetｈeｓtudeｎｔs’eｘaminationresuｌtsmaｔｔeralot．Ｉnorderｔｏgivestudｅntｓaｖivｉdprｅsentａｔionoｆtheleａrningmateriａｌs，teaｃｈerｓusuallｙaddedsomepicｔuresoｒａｕｄiｏviｓuａlmａｔeｒｉalstｏthetｅaｃhinｇsｏftwareａｎdthｅyａgｒｅe(cuò)tｈａt(yī)ｔhｉsｈadｈelpedalotｔoarousetｈesｔｕｄenｔs’atｔentionandｅｎcourａgetheｉｒpartｉcｉｐatｉonintｈeｃｌａsｓrｏｏｍａcｔｉvｉties.Hoｗever,maｎｙtｅacｈeｒsalsocoｍplaiｎedthatｓｔudentswouｌdａｔtｈesaｍetimebeｄｉstrａcteｄfroｍtheｒｅaｌconｔｅｎts.Tｏｏmanysｔuffoftｈiskindｕndeｒminedthesｔudents’ｕnderstaｎdinｇofthemaｔｅriａlsanｄtheｉｒmemoｒyｏfthｅｃｏntentsasiｎsucｈcases.Infaｃt,stｕｄentｓwerｅnot“ｌｅarｎｉng”ｔhｅmateriaｌsbuｔ“ｅnjｏｙinｇｗａt(yī)ｃhing”ｔhem.Sometiｍｅｓtheｔｅacｈｅrsarenoｔsｕrｅiｆthesｔudentsreaｌｌｙｐaｙtheiｒattentiｏnonｔheconｔents.Secoｎdly,thereisｓtｉｌlmuｃｈdｉｆficultyinmonｉｔorinｇsｔudeｎts’ｌearｎinginanetworｋteａchingｃｏntexｔ.Ｔraditionallｙteaｃheｒsｃoｍmuｎicａt(yī)eｄirecｔｌyｗitｈstudeｎtsbutnowｔheneｔworｋplayｔｈeirｒolｅ．StuｄentｓｔｅndtobeconfuseｄｗhｉlefacｉngｔhｅhugeaｍountoｆinfｏrmationonthｅInteｒnetａndtheyneedfurtｈercultｉvａt(yī)iｏnofｔheirabｉlｉｔytocｏnducｔｓelf-accessｓtudyontｈeIｎtｅrnet.Ｍultimedｉanｅtworkteachingdemanｄsmuｃhmｏrｅabouttｈestudents.Thｅyｍustｂeａctivelanｇuａgｅｌeaｒnerswｉthstｒonglearnｉngmotiｖationanｄhigh-lｅｖelcompｕｔｅｒcｏmpetencｅ.TheymｕｓtcondｕctthｅirｓtudyonｔheInterneｔvoｌuntarily.Butｔｈecasｅintheｓｃhoｏｌｉsthａｔｅvenｔｈｏｕghteachershavepaidｍuchaｔtenｔiｏｎtodevｅｌopｉngｓtｕｄeｎtｓ’abilitytｏｃaptuｒethｅinforｍatioｎthoughｔｈeInteｒｎｅt,ｉtiｓstillveryｄｉfficulｔforthestｕdentstobemoreiｎdependｅｎtｏntheirstuｄy．Tｈeyareｓtilｌrelyingonthetｅaｃｈerｓtogivetheｍdetaiｌeｄinｓtｒuｃtiｏnsonwhａｔｔhｅｙshｏulｄlearnaｎdhowtｈeylearnｉｔ.Howｅveｒ,forthosｅwhoａｃｔualｌyｃonｎectedthｅmselｖestoｔheIntｅｒnｅt,teachersｃoulｄdolitｔlebecａuｓeitwaｓnotaｎeasyjoｂtotracｋｄowntｈeiｒprｏgrｅsｓontheＩnteｒnet.Tosoｍeｅxｔenｔ,itcanbesａiｄｔｈattｈerehadbeensｏmanypitfallsreadytｏtrapanyｏneａstraｙontheneｔ.Hoｗｅver，thestudentｓcoulddｏwhatｅverｔｈｅylikeｄontheInｔerｎeｔ.4．SuggｅstｉonsfoｒｔheSoｌｕtioｎsBａsedonｔｈestｕｄｙofｔhemuｌtiｍeｄianｅtｗorkEｎglisｈteａchiｎginｔheschｏolandｔhepｒeseｎtｐroｂlｅmｓ,theauthoｒpｕtsfｏrwaｒdthｅfoｌlｏwinｇsuｇgesｔiｏnｓtｏｔhesｏlｕtioｎｏfthｅproblems,hopinｇthａt(yī)tｈｅｙｃａnbeｏfsｏmeｕｓｅｆoｒｔheteacｈerｓandａｔthesａmｅtimetrｉggerfuｒｔherdiscuｓsｉonsfrｏmotｈerteacｈersａndreseaｒｃｈers.４.1 LeaｒninｇMoreaboｕtMulｔiｍediaNｅtworkTeａchingTocaｒrｙoutＩｎｔｅrｎeｔteaｃhing,ｔｈｅrearetｈreethingsthat