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CONTENTS（以上字体TimesNewRoman,小3号；加粗）（以下字体均为：TimesNewRoman；小4号；行距：1.5倍）ACKNOWLEDGEMENTSAbstract(inEnglish)…………………………………………………………………..1Abstract(inChinese)………………………………………………………………….1ⅠIntroduction………………………………………………………………………...11.1Multi-MediaWithErroneousZones………………………………………………11.1.1ErroneousZone1……………………………………………………………21.1.2ErroneousZone2……………………………………………………………21.1.3ErroneousZone3……………………………………………………………21.1.4ErroneousZone4……………………………………………………………3ⅡCountermeasures………………………………………………………………….32.1UnsuitableOperation……………………………………………………………42.2OverstimulationInCourseware…………………………………………………42.3VagueContentwithAutomaticalTransformation…………………………………52.4NeglectOfTeachers’Function……………………………………………………5ⅢConclusion…………………………………………………………………………..63.1ProspectinEnglishTeaching……………………………………………………...63.2PersonalOpinionsofFurtherResearch……………………………………………6BIBLIOGRAPHY…………………………………………………………………….7DECLARATION2DiscussionontheApplicationofMulti-mediaInEnglishTeaching（字体：TimesNewRoman；小3号字；居中；加粗）Abstract:Withtherapiddevelopmentofcomputerandpopularizationofthenetwork,thepresentteachingpatternthatstillusestraditionalteachingmethod“onechalk,oneblackboard”seemstobeunabletomeettherequirementsinthepresentsocietyanylonger,andEnglishteachingisnoexception.Theintroductionofthemulti-mediateachingmethodtotheEnglishclasshasbeenoneofthetendenciestothedevelopmentofEnglishteaching.ButthemisuseofthemoderntoolswillsurelyresultinthebadeffecttoEnglishteaching.SoEnglishteachersshouldtakeanactivepartintheresearchofhowtousethemulti-mediateachingmethodinEnglishteachingandtrytoavoiditsmisuses.Keywords:multi-media;Englishteaching;overcome（英文摘要和关键词都是两边对齐；5号字；行距：单倍；字体：TimesNewRoman；“Abstract”和“Keywords”两个词或词组要加粗）（关键词之间用分号隔开；词与词之间相隔一个英文字符）（空一行）摘要：随着电脑和网络的迅速发展，那种“一盒粉笔，一块黑板”的传统教学模式的应用已远远不能满足现代社会对教学的需要。英语教学也不例外。怎样将多媒体运用于英语教学已成为教育趋势，但是一旦错误使用多媒体英语教学，将导致教学障碍从而给英语教学带来负面效果。英语教学者应当积极从事研究与克服多媒体英语教学的弊端。（300字以内）关键词：多媒体；英语教学；克服（英文摘要和关键词都是两边对齐；5号字；行距：单倍；字体：楷体；“摘要”和“关键词”两个词或词组要加粗）（关键词之间用分号隔开）（空一行）ІIntroduction（一级标题4号字；字体：TimesNewRoman；加粗）（以下正文均为：小4号字；字体：TimesNewRoman；行距：1.5倍）Theapplicationofmulti-mediainEnglishteachinghasbrokenthetraditional3teachingpattern“onechalk,oneblackboard”.Itprocessesthewords,images,voiceandanimationandotherinformationbythecomputerandformsanall-aroundteachingsystem.ItisnotonlyagoodmedicinetotheChinesestudentwiththeirmuteEnglishbutalsobenefittotheimprovementofstudents’languageabilityandstudents’subjectiveinitiativeshallbefullydeveloped.Itcanimproveteachingefficiencyandteachingqualityeffectively.1.1ErroneousZonesintheUseofMulti-Media（二级标题小4号；字体：TimesNewRoman；加粗）Multi-mediateachingisabrandnewsteachingmodelandposesanewchallengetoteachers.Ifitisusedimproperlyorusedwitherroneouszonesinrationalknowledge,itcanbringmuchbadeffecttotheteaching.1.1.1Theuseofthemulti-mediaastheleadingteachingmethods(与二级标题相同；加粗)Therearemanyoutstandingstrongpointsinmulti-mediateachingcomparingwiththetraditionalteaching.Butitisnotvalideverywhere.Ithasbothadvantagesanddisadvantages.Someteacherscannotseetheadvantagesanddisadvantagesofthemulti-mediaintheirteachingandcannotexploittothefullythemulti-media’sfavorableconditionsandavoidunfavorableones.Theycannotusethemulti-mediaandignorethefunctionofteacher.Themulti-mediateachingprogramsoftheirsareonlytheaccumulationofletters,images,andthecontentsofbooks,justlikearefurbishedversionofthebook.Thereisnoinnovationintheirclass.Theyjustshowthemulti-mediateachingprogramintheirEnglishclassandteacherjustlikeaprojectionist.Teacherbecometheslaveofthemulti-mediaandcannotbeastheleadingteachingmainsubject.1.1.2Thechangeofthe“TeacherTeaching”into“MachineTeaching”andtheignoranceofthemainteachingstatusofstudentsThemulti-mediateachingencouragesstudentstocombinespeakingandpracticeandtostrengthenthememory.Butsometeachersconsiderthatadvancedteachingmethodsmustbringtheadvancedteachingideas.Someteachersusethe4multi-mediaastheteachingtools.Teacherstillactsasthecenteroftheteachingandstudentsarestillthepassiveaccepter.Force-feedtypeeducatesstillgivefullplaytotheirremarkableskill(Bernard,1995；210).(夹注方法：1.写出作者的姓名（英语学者用lastname，中国学者用其姓名的全称）加逗号；2.作品出版时间加分号；3.参考作品的页码)（夹注内容应放在应放在标点符号之前）1.1.3ThereplacementoftheStudent-to-TeacherwithStudent-to-Machine.Thereisaveryfriendlyinterfaceinthemulti-mediateachingprogram.Studentscanchoosedifferentstudycontentaccordingtotheirownpracticalstudystandardandtheirowninterests.Butthisdoesnotmeanthatteachercangiveup.Teachingisamutualactivitytobothteacherandstudents.Teacherandstudentscancommunicatewitheachotherbytalk,informationcommutationandfeedbacktoimplementteachingplanandaccomplishteachingtarget(Christopher,1986:46).Ifthemulti-mediaisusedblindlyinteachingprocessing,onlythinkalotofstudent-to-machinetalkandignorethestudent-to-teachercommunication,therelationbetweenthestudentandteacherwillbecomedimastimepasses.Furthermore,therelationbetweenthestudentandteacherwillbecomedimastimepasses.Furthermore,themulti-mediawillbecoldreceptionbystudents.Theenchantmentoftheclassdoesnotexistanymoreandtheteachingeffectisseriouslyinfluenced.Howwecanmakethebestuseofthem