Optimization Of Multimedia College English Teaching

Constructivism represents a paradigm shift from the behaviorism-based education to the education based on cognitive theory. Constructivist learning has emerged as a prominent teaching approach during the past decade. Constructivists think that learners construct knowledge through an active mental process of development and that learners are the builders and creators of meaning and knowledge.Multimedia integrates the audio, visual, verbal and graphic means in presenting learning materials, which makes them easier for students to understand and accept. Multimedia is characterized by varieties of information representation, individualization of teaching style, diversification of learning style and atomization of English learning environment, which contributes a great deal to creation of a favorable learning environment for English language learners.Over the recent years, multimedia college English teaching and learning has undergone considerable development. However, there has been little work on pedagogy for multimedia instruction when old traditional methodology still prevails in current multimedia classroom. The objectives of this thesis are to find out the problems in multimedia college English teaching and discuss the optimal plans for multimedia college English teaching. In this research, data were collected through questionnaires, classroom observation and interviewing students and teachers. Through the study the writer found there were some problems and limitations, which had great negative effects on multimedia college English teaching, though students and teachers were to some extend satisfied with multimedia.Therefore the writer, based on the constructivism learning theory, puts forward some strategies for the optimization of multimedia college English teaching in terms of creating a classroom with democratic organization and management; strengthening teacher training; building the right belief in MCET; involving students in curriculum, making elaborate preparation for MCET class; carrying out activities actively and interactively involved students all contribute to a relationship between students and teacher that promotes a situation where learning thrives.Finally, the writer generalizes the findings of this research and its implications to CET at large. And at the same time, limitations of this research are pointed out and suggestions for further research are provided.