Abstract:
With the rapid development of multimedia and computer network technology, modern information technology is widely applied in classroom teaching. At the same time, there is an entertainment tendency of college English classroom teaching. Teachers are willing to use exquisite courseware and recreational activities to occupy most of the teaching time. Teaching objectives are ignored, which is not beneficial to conducting effective teaching. This paper is to research the current situation of college English classroom teaching. Then based on the analysis of the questionnaire and interview, specific analysis on excessive entertainment of classroom teaching is carried out. At last, referring to some teaching theories as the input and output theory, suggestions are proposed to avoid the negative effect of excessive entertainment.
Keywords: multimedia；English teaching；entertainment；suggestions
摘 要：
随着多媒体和计算机网络技术的迅速发展，英语论文题目，现代化信息技术开始广泛运用于课堂教学。同时在大学公共英语的课堂教学中也出现了泛娱乐化的现象。教师以精美的课件代替板书，娱乐活动占据了课堂大部分时间，忽略了课堂活动的教学目的，也不利于有效教学的实施。本文探讨的便是当前大学英语课堂的近况。通过问卷调查和访谈等探讨措施对课堂教学娱乐化的具体表现进行略论。最后，根据输入输出等相关理论提出对策，英语论文范文，从而避免过度娱乐化带来的负面作用。
关键词：多媒体；英语教学；娱乐化；对策
1 Introduction
In recent years, there is a tendency of abusing multimedia courseware in college English classroom teaching. Qin XiuBai (2017), the famous English educator, pointed that teachers should avoid using too much recreational activities and be careful about the excessive entertainment of classroom teaching. Today’s college students are growing up in the environment of pan entertainment, so they are fond of being entertained. At the same time, in order to make classroom atmosphere more active, teachers often organize various activities, which inevitably lead to the classroom teaching with much entertainment, but the negative effect of entertainment can not be ignored. Teachers should use appropriate activities to conduct effective language input and output. The analysis turns to be significant in practice and theories on the entertainment of college English classroom teaching.
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