The Analysis And Study Of Large Class Multimedia Teaching In High Vocational Colleges

With the development of vocational college education, the number of the students is increasing gradually. It creates a great demand for teachers, who, however, can't be trained in one day or two. To guarantee the quality of teaching, "a computer-based multimedia teaching model" has been adopted in the large class. This paper is trying to provide and illustrate such a model, which is performed in English multimedia teaching for large class in vocational college.Based on the actual condition of college students and the essential characteristic of English learning and modern teaching theory at home and abroad, this paper tries to put the integration of information into English curriculum. In the following, this paper tries to illustrate the necessity and feasibility of the integration, especially the latter, which is an illustration from the establishment of a teaching modal based on the constructivism to the experimental design and results. In the interactive communication modal, the language skills can be continually consolidated through a lot of meaningful knowledge output using the pre-mastered language knowledge. The ideal language learning environment constructed by the constructivist cognitive theory can play a good role in improving English knowledge.By the integration of multimedia information technology into English language curriculum, this paper is intended to construct an ideal language learning environment, in which the designed learning situation is to reconstruct the background knowledge and to recur the original vividness and richness. The performance of the same problem takes on differently in different contexts (different working environments and different social environments), and then learners will establish some kind of relation between the new knowledge and the old-established knowledge in their original cognitive knowledge structure, acquiring the new knowledge with practical significance. In this environment, students can use various tools and information resources (such as writing materials, books, audiovisual materials, CAI and multimedia courseware and information on the Internet, etc.) to achieve their learning goals. In this process, students not only can get help from teachers, but collaborate with others among themselves. Learning should be promoted and supported and should not be subjective to strict control and domination; learning environment is a place to support and promote the learning. Teaching design under the guidance of constructivist learning theory should be designed for learning rather than for teaching. Because teaching means more control and domination, and learning means more zeal and flexibility. Then the theoretical teaching model has been put into teaching practice through elaborate and careful experiment design and performance. As expected, the paper has reached the predetermined teaching goal.