| With the development of science and technology, multimedia has been applied to the class, and it has been an educational trend that teachers combine multimedia and English teaching. In the process of English teaching, vocabulary teaching is the foundation. The teaching of English reading, grammar and listening cannot be realized without the vocabulary. Therefore, multimedia assisted English vocabulary teaching has become an important part of English teaching. How to apply multimedia correctly in Junior Middle School? How to choose the appropriate teaching methods to improve the quality of vocabulary teaching and students1efficiency in vocabulary learning? These have become the focus of English teaching. But the existing research is lacking in empirical study in this field. Therefore, this study attempts to use empirical research which combines the multimedia technology and English teaching methods to construct the multimedia-based vocabulary teaching methods, tries to find out the correct approach to multimedia application, and choosing teaching methods to improve students’vocabulary learning efficiency and the quality of English teaching.For a long time, the author has found some problems in the process of English vocabulary teaching in middle school:teachers do not attach much importance to the combination of sound, form and meaning; they cannot grasp the key words and their teaching method is monotonous; they cannot help students in reviewing and consolidating vocabulary efficiently; they always attach importance to vocabulary memory but neglect cultivating ability. At the same time, there are a few problems in the aspect of the students:they have low efficiency in memorizing words and high forgetting rate, so it is hard for them to accumulate vocabulary, understand words’ meaning and application. Aiming at these problems, based on the cognitive learning theory and constructivism learning theory, this study presents the teaching approach which combines multimedia with English teaching methods, and attempts to find the correct way to apply multimedia in English vocabulary teaching and learning, and stimulate students’learning interests, improve efficiency and capacity of students in vocabulary learning.Therefore, in this study, the teaching experiment was conducted in Shayang Experimental Middle School. During the teaching experiment, the author set an experimental class and a controlled class. The author made two questionnaire surveys before and after the experiment. The pre-survey was conducted before the experiment. It aimed at the attitude of students and teachers to multimedia teaching in a multimedia teaching environment; and it attempted to find out the factors which affect the efficiency of students in vocabulary learning. The post-survey was conducted after the experiment, and it attempted to find out whether the attitude of students had changed after the teacher combined multimedia and several vocabulary teaching methods, and it focused on whether the efficiency of students’vocabulary learning was improved. The traditional multimedia teaching method’ was applied to the controlled class. In this teaching mode, the main function of multimedia courseware is to display the content of the textbook in the form of texts or pictures instead of writing it on the blackboard. While in experimental class, the teacher applied multimedia to situational teaching method, association teaching method and context teaching method, the main teaching process is:design the multimedia courseware for different categories of vocabulary, display vocabulary by pictures and text, but also present the content of vocabulary teaching with video and animation.Based on the vocabulary teaching methods, the main purpose of this study is to find out the approach to choosing correct teaching methods and applying multimedia appropriately. Specifically, this study attempts to prove the following four questions through the English vocabulary teaching experiment:1) How should the teacher use the multimedia in English vocabulary teaching in Junior Middle School?2) How to combine the situational teaching method, association teaching method and context teaching method with multimedia?3) Can we improve the students’English vocabulary learning ability by integrating multimedia and the three vocabulary teaching methods?4) Is this teaching mode more desirable and more effective than the traditional multimedia teaching? In addition, through the experiment, this study got some implications for teaching:1) To design multimedia courseware reasonably;2) Using different teaching methods for different types of vocabulary;3) Teachers should constantly innovate in teaching methods with the help of science and technology achievements, and try to apply more teaching approaches.Teaching experiment was lasted for a semester. This paper comprised and analyzed the vocabulary test scores of two classes, and then proved the teaching experiment is feasible. The results analysis of these data shows that the students’learning interests were improved in experimental class. Their vocabulary achievement is higher than the controlled class. This effectively proves the vocabulary teaching model can be used for vocabulary teaching in the future which is based on the multimedia and the situational teaching method, association teaching method and context teaching method. At the same time, it also shows that this study have guiding significance for English vocabulary teaching.This thesis contains six parts. The first part is the preface. It introduces the background significance and structure of the research. The second part is the literature review. It summarizes and reviews the correlative studies of multimedia teaching. The third part is the theoretical background of this study. It interprets the relationship among the cognitive learning theory, constructivism learning theory and multimedia teaching, puts forward the principles of multimedia courseware based on the constructivism learning theory. After multimedia teaching, it realized the characteristics of multimedia teaching (such as diversity, interaction, integration and real-time); and according to its characteristics, it summarizes principles of multimedia application in vocabulary teaching. It also states that the primary task is the vocabulary presentation in English vocabulary teaching. And the difficult point is the word meaning teaching. The fourth part is the present situation of vocabulary teaching in middle school. It includes some problems in the teaching process, this study tries to find out the corresponding solutions, and it analyzed and compared the vocabulary of textbook and syllabus, to help teachers master the range of vocabulary teaching. The fifth part is research design. It demonstrates the experimental methods, teaching cases and results analysis of this study. The sixth part is the conclusion of this study, which summarizes the content and implications and discusses the limitations of the present study and the future research tendency. |
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