Audio-Visual-Teaching-Methdology-视听教学法

Audio-VisualTeachingMethdologyPresenter:HuJie(No.0210650)1References:DUYingjun,AStudyofaNewLanguageTeachingMethodologyBasedonMultimediaAssistance.JournalofChangshuInstituteofTechnology.2008:12HongzhiHu,JianpinWu.ApplyingCommunicativeTeachingMethodinEnglish-teachingClassroom.Sino-USEnglishTeaching.2005:2-9鲁子问，康淑敏.《英语教学方法与策略》MethodsandStrategiesforTEFL.华东师范大学出版社，2008.Background:wasproposedbyP.Guberinainthe1950susedinFrenchteaching.originatedfromtheDirectMethodandtheAudio-LingualApproach;alsocalledtheSituationalMethod.DefinitionTheAudio-VisualApproachisateachingapproachinwhichthefeelingsofvisualsenseandsenseofhearingarecombined.Itmakesuseofpictures,andslideshowstocreatesituationsandstressesonteachinginthesituationsofreallife.Itisonewaytoenhancelessonplansandgivestudentsadditionalwaystoprocesssubjectinformation.Theoreticalbasis:Saussure’sStructualismEmpiricalstudies:relatestotheS-RtheoryTheroleofteachersandstudents:Thestudentsshouldperformskitstofurtherdemonstratetheirknowledgeoflessonobjectives.Theycanhelpreinforceconceptstoeachother,makingteachers’jobeasier.Material:audio-visualmaterials“conveyinformationmainlyviasoundandimageinsteadofbytext.”(TerrebonneParishLibrarySystem)Manyteachersusednewaidswithgreatsuccess—movedforwardtoopen-endedquestionandextendeddialogue,designedownsupplementarymaterials,exercisesandworksheets.CharacteristicsTheAudio-VisualApproachcloselycombinesthetargetlanguagewithsituations;Itadvocatesteachingspeakingandlisteningbeforereadingandwriting;Dialoguesineverydaylifesituationsarethecenterofteaching;Themothertongueisnotusedintheclassroom;Theteacherusesrecordeddialogueswithfilm-strippicturesequencestopresentlanguageitems;Thecourseofteachingconsistsoffoursteps:perception,comprehension,practiceanduse.ProceduresSelection:audio-visualaids,materials,etc.Preparation:TheteachermustreceivetrainingPhysicalControl:thearrangementofkeepingaidssafelyProperPresentation:visualizingtheuseofteachingaidsbeforethepresentation;beingacquaintedwiththemanipulationoftheaidsResponse:toguidethestudentstorespondactivelytotheaudiovisualstimulusEvaluation:thereshouldbecontinuousevaluationofAudioVisualAidsmaterialsHowtoUseAudio-visualApproachTrainingaidsinaudio-visualapproachcanbeplayedonanMP3player,laptop,TVorCDplayer.PresentationSlidesgraphics,music,photosandchartsineachcomponentofatopic.(MicrosoftPowerPoint,GooglePresentation,etc.)DigitalProjectorsdisplay3-DimagesAudioRecordingsincludeaspeechorlecturefromanauthoritariansourceMultimediawebsites,computer-basedtrainingcoursesandTVinoneteachingsession.DevelopmentInthisdigitalage,thebenefitofaudio-visualaidsisthattheyenhancelearningbecauseinteractiveeffectscanbeusedtoreinforcethemateriallearned.Colors,effectsandformatcanallbecustomizedforeffectiveteaching,whichhelpsanaudience.Theseaspectsalsohelpspresentersbecausevisualaidsaresimpletocreate.Therearemanysoftwarepackagesthatpresenterscanusetotheirbenefit,includingMicrosoftPowerPointandAppleKeynote.StrongPoints&WeakPointsStrongPoints:Audio-visualaidshelpbreakinformationdowntomanageablepiecesforanaudiencetoabsorb;Itisofbenefittostudentsinfosteringtheabilitytousetheforeignlanguagefreely;Ithelpsincreaseastudent'sinterestinasubject;Ithelpsthestudentsshapegoodlanguagehabitsaswell.WeakPoints:Neglectingappropriateanalysisofsinglestructureinthelanguagenotsatisfythestudents’needsofspeechcommunicationtothemaximumOverlookingthepositivesupplementarypartplayedbythemothertongueinlanguageteachingOtherProblems:(Technicalproblems,studentdistractions,expenses,time,space,convenience)SignificanceinHistoryAudio-Visualapproachmarkedstartofthetechnologicalageinlanguageteachingandintroducedimportantnewelementsneedforvisualpresentationandpossibilityofelicitinglanguagefromvisualcues.Itplacedfarmoreweightonuseofforeignlanguageinclassroombybothteacherandpupil,andthelanguageusedwasoffargreaterpracticality.