相约星城-妖孽！请进~~~~~~[堕落街论坛]

随着教育现代化的逐步深入，多媒体教育手段得到越来越广泛的运用。在幼儿语言活动中开展多媒体教学，不仅能使教学过程充满童心、童趣，更能充分活跃幼儿思维，激发其表达欲望，对幼儿语言能力的提高有着深刻的影响。

多媒体营造动态情境，激发幼儿语言表达的积极性

由于个性和环境的差异，幼儿之间的语言表达能力存在着明显的差异。有的幼儿能说会道；有的幼儿寡言少语；有的幼儿天性外向，说起话来落落大方；有的幼儿生来羞怯，看见外人不愿说话。这样一个班级的幼儿群体在语言表达能力方面便出现了强弱两极。如果语言活动中教师没有丰富的语言素材，只有几张静态图片等简单教具，那么幼儿群体在语言表达方面会呈现向弱极运动的现象。因为在这样的活动环境中，能说会道的幼儿没有语言表达的兴奋点，而能力差的幼儿又缺少语言表达的凭借物。为此，运用多媒体技术营造一个非常丰富的动态的语言环境就成了一个必然的选择。例如，多媒体课件《森林选美会》展示了森林里的飞禽走兽参加选美的故事。熟悉的动物形象一下就把幼儿吸引住了。他们也不由自主地参加到这场“选美大会”当中，争先恐后地发表意见，陈述理由，选出自己心里认为最美丽的动物，有的甚至互相争论起来，其教学效果，绝非仅仅依靠几张图片可以比拟的。可以看出，多媒体技术通过声音、动画的有机结合一方面吸引幼儿的有意注意，启发其思维，另一方面又能以幼儿喜闻乐见的形式，让他们参与到语言活动当中，使幼儿群体的语言表达向强极方向运动，从而整体提高幼儿的语言表达能力。

多媒体渲染欣赏氛围，培养幼儿对语言的感知力

在幼儿语言活动中，欣赏优美的儿童诗或者朗朗上口的儿歌也是一个十分重要的内容。通过对这些语言材料的理解、欣赏、朗诵，能培养幼儿对语言美的感悟以及语言表达的语感能力。但由于幼儿身心发展的限制，他们对诗歌和儿歌内在意义的理解有一定的难度。因此，也就很难在朗读过程中通过想像形成鲜明的画面，语感的培养受到了限制。而运用多媒体技术，则能以文字、动画、声音三结合的方式，有效地烘托、渲染语言欣赏的氛围，促使幼儿入情、入境。例如在欣赏儿歌《小青蛙》时，幼儿对儿歌中的“多么快乐逍遥”不易理解。教师用鼠标反复点击画面，“小青蛙”一会儿跳东跳西，一会儿跳水，一会儿捉害虫，并频频“呱呱”地唱着歌，这样幼儿便顺利地理解了这句话，并能在诵读时用语气表达对“快乐逍遥”的理解。由此可见，在多媒体的帮助下，幼儿能浅易清晰理解语言所表达的意义，能结合语言和画面进行动感的想像，能在诵读中察觉到情感的流动和语音韵律的美。

多媒体构建想像空间，提高幼儿运用语言的创造性

幼儿虽然没有很多的知识和经验，但同时他们的思维也没有很多条条框框限制，他们既可以想像星月上的世界，也能够幻想昆虫小草的天地。而“语言是思维的物质外壳”，因此，幼儿在语言方面的创造力也是值得挖掘开拓的。运用多媒体技术，完全可以为幼儿构建更广阔的想像空间，在这个空间里激发他们运用语言的创造性。例如，在以“季节”为主题的语言活动中，教师利用多媒体课件展示了“春姑娘用春雨唤醒嫩芽，用春风唤醒花蕾”，然后引导幼儿想像：春雨是怎样唤醒嫩芽，春风是怎样唤醒花蕾的？生动美丽的画面触发了幼儿们丰富的想像，有的说：“春姑娘说嫩芽宝宝，快快醒来，披上绿衣，快快长大”；也有的说：“春姑娘，小花小花快起床，不能再睡懒觉了”。孩子们的回答如同百花齐放，是动听的音乐激发了幼儿灵感，是美丽的卡通形象引起了幼儿联想。

总之，在幼儿语言活动中运用多媒体教学手段，对优化教学过程，提高教学有效性有明显的作用，值得我们进一步研究与探索。

EFFECTIVE ACTIVITIES TO IMPROVE SENIOR STUDENTS’ LISTENING ABILITIES IN CHINESE MIDDLE SCHOOL CLASS

Effective Activities to Improve Sernior Students’ Listening Abilities in Chinese Middle School Classrooms Introduction: I.part one: background study 1.the current situation about listening teaching in C.M.S.C. 2.the analysis of the reasons for students’ poor listening ability (1) about the teaching aspect a.without listening test b.the textbook limit c.the teachers’ limited knowledge of English teaching methoddogy (2)about the learning aspect II part tw the natures of listening 1.what is listening. 2.why is listening important in senior students’ English learning. 3.what are the factors influencing the listening comprehension in C.M.S.C. III part three: how to improve students’ listening abilities----designing and performing effective classroom activities. 1.the theoretical evidence of designing activities based on three stages: pre-listening stage while-listening stage post-listening stage 2.pre-listening stage (1)writing down the title of listening text on the blackboard. (2)Reviewing and previewing key words and expression which will be used in listening text. (3)Making a list of possibilities/ideas/advantages etc. (4)Discussing some topic/situation/question. (5)Filling in a survey based on the students’ practical knowledge and experience in real life or study. (6)Reading through while-listening tasks of a short reading passaage which is easier than listening text. (7)Introducing some cultural information or background knowledge related to listening text. 3.while-listening 4.post-listening IV part four: evaluation 1.the feasibility (1)having special time for completing listening activities (2)using a good-quality recorder in class (3)having sufficient materials to be selected for listening practice (4)the students’ necessary knowledge of the world 2.the application of listening activities in classroom. 3.the anticipated problems in implementing listening activities V part five: conclusion

With the reforms and development in all walks of life and the carrying out of the opening policies to the outside world in China in recent years, the traditional grammar-translation method of the foreign language teaching has been found unable to keep pace with the times. This has given rise to many new thoughts and concepts of it. As a result, the communicative approach is getting more and more widely used in Chinese middle school English classrooms. The application of it is based on the view that English should be taught as a communicative tool , not merely a kind of the knowledge of language, In this case, the students’ listening ability must be the most important thing for teachers to improve. However, it is a very difficult job. How can we manage it? This is the very subject I am to deal with. Here in my thesis, some issues related to improving senior students’ listening ability in Chinese middle school classrooms are to be discussed in the following five parts.