谈谈多媒体时代的教师合作

内容提要：
本文根据多媒体教学的优势和要求，结合本地本校的实际情况，提出了教师要在多个方面加强合作，达到设备、资源、智慧的共享和互补，减少重复劳动和浪费，弥补个人劳作的种种不足，以便取得更好的教学效果。

It has been a hit to talk about Computer-Assisting Instruction (generally known as CAI) in modern schools. In fact, there are many other mediums in normal teaching apart from CAI though it is the soul of Multi-media Instruction. For example, the slide-showing machine, an ordinary tape recorder, and even the traditional blackboard, each plays a unique role in different procedures.

Whatever medium we use, we are trying to improve our efficiency and reduce our repeated effort. But shall we have to do everything all the way by ourselves? As some facts proved, it was really a burden, beyond our tolerance. So nowadays, in my opinion, we are caught between the devil and the sea: efficiency and hard work.

Can we find an effort-saving solution?

There is a motto that goes: Suppose each of us has an apple, if we exchange them, either you or I have only one apple; but each of us has an idea and we exchange them, then either of us has more than one idea.(by Goethe, a world-famous German writer). It's quite essential for us to exchange our concepts, up-to-date information, experiences, skills or even our depressing lessons in order to save us some trouble.

How many aspects call for our co-operation? My answer is: more than 6 aspects.

1. Co-operation in teaching plan

So far, by the present school administration, all the teachers are required to have their teaching plans written, neatly, and systematically although there are ready-printed plans in Teacher's Books in details. At the same time, they're also encouraged to prepare their lessons by computer. In other words according to the current situation, they're encouraged to have their plans printed.

Some teachers, including the speaker, find it inefficient, at least, not economical. On the one hand, some teachers find it slower to type their plans than to simply write them, and on the other, more than one teacher carries out the same programme. A lot of manual work is repeated and thus wasted.

But if we take turns to prepare our lessons and the files are to be shared and copied and pasted and printed, our work will be reduced to far below the traditional level. What is needed to do is make some necessary changes to adapt the notes to different classes. This reveals the truth of an old saying that goes: more hands make light work.

In this way, the teachers may concentrate on their methods and strategies.

2. Co-operation in scanning the Internet Explorer

Exploring the Internet is of great help and fun. We can travel around the world by clicking here and there. But it's also a great time-killer. There is so much useful information that I wish I had double life.

If the teachers take charge of a few certain fields, and download the files when necessary, then we share the great resources, it will save us a lot of time and trouble, esp. from waiting.

Besides, the copied files may be far from satisfactory either in form or in contents or in style. They require a lot of amendment. Usually, proof reading also takes up a lot of time and energy.

By learning from each other, or exchanging websites, we can obtain enough and to spare. It's beyond saying that everybody should have something to sell, or to exchange.

3. Co-operation in collecting teaching materials

We often say: seeing is believing. We may promote our teaching efficiency with the help of teaching aids. Try to find some related pictures, material objects, disks, video cassettes, and software articles and so on.

For example, a Chart of Pearl Land will remind the students of their happy visit to Pearl Land in Zhuhai.or arouse their interest in visiting it. Then it's much easier to present the topic 'Disneyland'.

A Pack of Cigarettes will surely attract all the students and even the smell of the smoke may cause them to cough. They will say, "No smoking, please!" Then they will have a lot to talk about.

The sound of great wind will arouse their imagination of Hurricane.

The sight of Band aid will suggest a cut or a wound, thus first aid should be given.

As far as collecting pictures is concerned, there're a lot of vivid pictures in the directory of popular in Clipard in Office97.

I find it most helpful to demonstrate a situation by playing a filmstrip. Take Charles Chaplin or Shylock Holmes for example. Their performances struck the students and naturally the lessons were not easily forgotten.

But do you know how many classifications and types of pictures are stored? How many disks in the audio-visual room can be adopted? Where can we find a suitable situation about pollution in a video-cassette/or a VCD disk?

If the teachers work in co-operation, with each teacher seeing to one or two things, and making an accurate note of the contents and their locations, then we can make full use of the materials bought or borrowed. Apparently, it does take a lot of trouble at the beginning, but as time goes on, we will feel at ease, adopting most of the practical information. For example, in the audio-cassette "Tuning in the USA", we may find plenty of situations on a farm, on a plane, at the airport, at the stadium, or in a supermarket. If we make a careful note, we may feel it possible and convenient to find a suitable situation.

In middle schools, no teachers can work without reference books. Now and then, we have some basic handouts printed. Co-operation is also needed.

4. Co-operation in tests

In most cases, test papers are not tested through thorough investigation. But if we should have a trial-test in one class, we may get a report from the computer. Then we may know exactly what are the most difficult and where the students' errors occur. The other classes will be warned of these points, which will challenge them.

Whatever examinations the students take, they may have problems of different levels. Some are difficult, others are simple. Apart from the explanations in class, some students need further tutor. Shall we take turns to have a guide written in details so that the students have their own choice.

After so many examinations, the common errors are supposed to be collected and corrected, either deductively or inductively. Such kin