媒体是充分调动感官的工具,是人体感官的延伸。在语言学习中,只有各感官充分和恰当地调动和合作,才能收到最优化的教学效果。现在有些人认为:幻灯太呆板,电影太复杂,录音太单调。所以,不管教学要求、目的、对象、层次和场合,都一哄而上改用录像带上视听课,结果常常适得其反,收效甚微。视听课教学中到底怎样使用各种媒体?这确实是值得进一步探讨的问题。我觉得应该先从一些媒体的功能谈起。幻灯是静态的、横断面的线性教学工具。它与录音相配合,能有效地表达由静止画面组成的连续性活动,从而造成对故事情节或情景会话的幻觉。因此,低年级学生的大脑反应速度可与该媒体的运动速度同步,使大脑保持有规则的兴奋。这样有利 The media is a tool that fully mobilizes the senses and is an extension of human senses. In language learning, only the sensory organs fully and properly mobilize and cooperate in order to receive the optimal teaching effect. Now some people think: slides too dull, the movie is too complicated, recording too monotonous. Therefore, irrespective of teaching requirements, goals, targets, levels and occasions, we have to use video tapes to make audiovisual lessons. The results are often counterproductive and have little effect. How to use various kinds of media in the teaching of audiovisual courses? This is indeed a problem worth further exploration. I think we should start with the function of some media. Slide is a static, cross-sectional linear teaching tool. In conjunction with the recording, it effectively expresses the continuity of the still picture, resulting in an illusion of the story or conversation of the scene. As a result, the lower-grade students’ brain response can be synchronized with the speed of movement of the medium, leaving the brain with regular excitement. This is good