Design and Implementation of Multimedia Technology Assisted English Vocabulary Teaching Courseware for Industrial Engineering Major

摘要

With the popularity of computers, multimedia teaching came into being. Facts have proved that multimedia teaching has many advantages (e.g., information diversification, integration of various technologies, interaction of processing processes, etc.). However, as everyone knows, industrial engineering students are non-English majors and belong to science and engineering. Students’ English level lags behind English majors. In English learning, vocabulary memory is usually the biggest obstacle for students to learning English. Especially some synonyms, antonyms, pronunciations, and derived words are difficult to remember and easy to confuse. There are also many synonyms, whose breadth and depth are complex, and it is difficult for students to remember clearly. Therefore, this puts forward a new topic for industrial engineering English teachers, that is, how to make monotonous English vocabulary teaching interesting, vivid, and easy to remember while also improving students’ English performance and English learning ability. From the perspective of multimedia teaching, this article aims to find a more convenient, efficient, and practical method of teaching English vocabulary for industrial engineering majors, and make English vocabulary teaching courseware related to industrial engineering. From a practical point of view, the use of English multimedia in industrial engineering is promising. Through the comparison of experimental data, the specific role of multimedia teaching in English vocabulary teaching is discussed. Before the experiment, the results of the experimental class and the control class are very different. The English learning progress and academic performance of the experimental class are much better than those of the control class. The average score for gender differences is 1.2 points. There are significant differences in test results after the experiment. The average score difference is 4.71 points. The concentration of the experimental class is also better.