First, the rational use of multimedia in English classroom teaching.
Multimedia refers to computer-aided instruction (CAI). Since 1959, the first computer for CAI was produced in the United States, the theoretical basis of CAI has gone through three stages: the first time was based on behaviorism learning theory, from the early 1960s to the late 1970s; The second stage, based on cognitive learning theory, belongs to the development stage, and the time is from the late 1970s to the early 1980s. The third stage is the mature stage based on constructivism learning theory. From the 1990s to the present, the constructivist learning theory represented by Piaget, a Swiss psychologist, has become the main theoretical basis of CAI on the basis of cognitive learning theory, laying a solid theoretical foundation for the popularization and application of CAI. Cultivating students' good thinking ability is an important part of middle school education. Traditional classroom teaching methods and educational environment are often abstract and implicit in cultivating students' thinking. Using multimedia to assist English teaching can not only optimize the classroom teaching structure and increase the teaching density, but also create a vivid, vivid and interactive teaching environment, which is conducive to training and cultivating students' thinking. At present, the research, development and practical application of computer-assisted instruction have been paid great attention by all countries in the world. The application of multimedia teaching research is still in its infancy in China. These studies and practices show the development trend of foreign language teaching. Therefore, as front-line English teachers, it is imperative for us to understand the use of multimedia-assisted teaching.
Second, the status and role of multimedia in foreign language teaching
1. Multimedia computers can integrate words, images, videos, sounds and animations, and have good interactivity. The scenes it creates are more vivid, lifelike and lifelike than videos and projections. It can also create situations that textbooks are difficult to provide, which is easy to present the important and difficult points of teaching and cultivate students' interest. It has better comprehensive effect than other media; The application of multimedia can also provide a variety of training means for teaching. It can greatly increase the amount of information in classroom teaching and produce the best teaching and learning effect.
2. The external stimulus provided by multimedia computer is not a single stimulus, but a comprehensive stimulus to multiple senses. This is very important for the acquisition and maintenance of knowledge. Stimulating students' organs with multimedia dynamic pictures, colorful colors and realistic sounds can attract students' attention and stimulate students' interest, thus improving students' learning efficiency.
3. The use of multimedia can enable students to master knowledge in physical and mental pleasure, and avoid passive learning under tension. If students can not only hear the sound but also see the picture, and then have their own language to discuss and communicate with each other, the maintenance of knowledge will be much better than the traditional teaching.
In the traditional English teaching process, everything is decided by the teacher. From teaching content, teaching strategies, teaching methods, teaching steps to students' exercises, the teachers have arranged them, and students can only participate passively in this process, that is, they are in the state of being indoctrinated. In the multimedia interactive learning environment, students can choose what they want according to their learning foundation and interests, and choose the connection suitable for their knowledge level, so that computers can discuss and communicate with themselves like learning partners. Multimedia information technology will greatly promote students' initiative and enthusiasm, so as to truly play the main role of students.
Due to the cultural differences between East and West, students don't know much about many things abroad. In order to promote students' learning enthusiasm and teachers' teaching initiative, teachers can scan and store a large number of foreign materials in the computer, including movies, novels, plays and paintings, and show students foreign humanities, geography and natural customs related to what they have learned in the form of pictures, providing students with various stimulating ways and new interactive opportunities for autonomous learning.
Thirdly, how to use multimedia reasonably in English classroom teaching to improve teaching effect.
The application of computer multimedia technology in English classroom teaching in primary schools has played an important role in creating a good language environment and improving teaching quality and efficiency. It makes students change from passively accepting information to direct participants in language communication, fully arouses students' interest and enthusiasm in learning, and improves students' understanding, self-study and innovative thinking ability. The teaching effect is very obvious, which really optimizes English classroom teaching.
1. Make full use of the media to create situations and stimulate students' interest.
For example, in vocabulary teaching, students are first shown images of various foods and drinks on the big screen, as well as English spelling. This vivid image attracts students' attention and eliminates their strangeness to new words. Then, taking a kind of food on the screen as an example, let a student make up a group of dialogues according to the contents on the screen, switch screens and apply new dialogues. Then, the students use these words to form a dialogue under the guidance of the teacher. In this real situation, students' background knowledge about food and drinks in life is activated, especially those rarely seen in pure English countries such as coffee and hamburgers. Potato chips, etc. It can make them feel easier to understand and accept through the presentation of pictures, thus stimulating their enthusiasm and interest in learning and enhancing the freshness of classroom stimulation.
2. Select the main media and combine multiple media.
In English classroom teaching, the role of computer multimedia-assisted teaching means is irreplaceable by many traditional teaching media. But this does not mean that computer multimedia can replace all other teaching media. Classroom teaching should emphasize media combination. Only by fully combining and making good use of teaching methods and choosing good media according to different class types can we achieve the effect of large amount of information, tacit cooperation between teachers and students and maximum absorption by students. Only by combining the two can we learn from each other's strong points and give full play to teaching efficiency.
1967, the famous psychologist Terry Kira confirmed through a large number of experiments that 83% of the information that human beings get from the outside world is through vision, 1 1% through hearing, 1% through taste, 1.5% through touch. The information people get through sight and hearing accounts for 94% of all the information they get. It can be seen that using vision and hearing at the same time in the learning process can improve the learning efficiency and enhance the learning effect. Multimedia teaching of audio-visual education provides students with various stimuli with colorful and vivid pictures, which fully mobilizes students' vision and hearing, thus optimizing English classroom teaching. In this process, as a teacher, the main media to be selected should be appropriate, the media play should be closely coordinated with the teacher's explanation, and various media tools should be used for assistance. Ensure that the performance is timely and the explanation is appropriate. Teachers should not become blind projectors and operators, and let students become lively spectators. Teachers should be good at guiding students from perceptual knowledge to rational knowledge and from image thinking to abstract thinking. So as to cultivate students' divergent thinking ability and innovative ability. In the lesson of Walter Disney, some highlights from Walter Disney's most famous cartoons Donald Duck and Mickey Mouse and Snow White and the Lion King are used. In the process of playing, explain it properly. Look at the pictures. Under the guidance of the teacher, students can actively introduce the outlines of these stories in English and put forward different questions, opinions and opinions. It truly embodies the integration of audio-visual and thinking, and optimizes the effect of English classroom teaching.
3. Elaborate and reasonably use courseware to improve the teaching effect.
Whether it is dialogue class or reading class, we can create a concrete, intuitive, vivid and interesting teaching situation for students through audio-visual media, so that students can guess, think and expect with great interest, thus creating a good psychological environment for them to seek knowledge and explore, and gradually guiding their attention to achieve the purpose of classroom teaching.
The key of multimedia-aided teaching lies in courseware. Without courseware, even the best hardware facilities can only be vases. Therefore, courseware must fully show teachers' teaching style. In the process of teaching, teachers often form their own inherent teaching style suitable for students. Therefore, in the process of designing courseware scripts, teachers should create their own scripts, naturally integrate their own styles into the courseware, reflect their own educational ideas, and make them easy for students to accept, instead of using multimedia to make the original simple and complicated. This can only make students confused and at a loss, which deviates from the original intention of multimedia-assisted teaching and weakens the leading role of teachers in classroom teaching.
In classroom teaching, we should also make rational use of various media and courseware. If we deliberately pursue modernization and use multimedia too much, English classes will become multimedia courseware demonstration classes, and teachers will become "projectionists", which will bring about the consequences of going too far.
4. Cultivating self-study ability by human-computer interaction.
English teaching should renew ideas, fully reflect the leading role of teachers and students' dominant position, and its teaching objectives should focus on the future. While improving students' listening, speaking, reading and writing ability, we should pay attention to cultivating students' self-study ability, let students be good at thinking, master the methods of learning English, and improve their ability to analyze and solve problems, so as to better absorb all kinds of knowledge and truly become the masters of learning.
For example, in dialogue teaching, the teacher does not simply tell the content of the dialogue, but uses the computer to demonstrate several questions, such as "Shall we go to the theater by bus?" "Does this bus go to the theatre?" "How do we get there?" Wait a minute. Give full play to the interactive function of computers, let teachers let go, let students think independently and learn with problems. Students use interactive computer courseware made according to the dialogue content to practice imitation, follow-up, dialogue and so on through man-machine dialogue. In order to effectively achieve the teaching purpose, teachers should pay attention to creating a good teaching atmosphere, cultivating students' awareness of autonomous learning and improving their learning ability.
Interactive teaching can greatly improve students' subjective initiative and interest in learning. Get rid of the limitations of time and space and facilitate deep learning. Students can practice listening, speaking, reading and writing according to their actual situation, and get immediate feedback. Can greatly improve the interest in learning. This is difficult to do in traditional classes.
5. Timely and accurate feedback evaluation reflects the superiority of multimedia.
Feedback evaluation is an important link in the teaching process. Multimedia-assisted instruction is no exception. The process of students' feedback is the process of acquiring knowledge and cultivating ability. As long as there is feedback from students, there must be comments from teachers. And evaluation is an important link for teachers to play a leading role. In this link, teachers can guide, standardize or encourage. For questions that students don't understand, teachers can play back pictures in time to guide students to think further until students fully understand and master them; For important and difficult points, teachers can attract students' attention through slow play, circulation and pause. When Walter Disney plays her famous cartoon Snow White, when the evil queen appears, she immediately clicks on the picture to pause and asks the students: What do you think of the queen? After thinking, the students have expressed their views. Then continue to play and stop asking questions to the students if necessary. In this way, students watch and think, feedback evaluation runs through the whole classroom teaching, and students' main role and teachers' leading role can be fully brought into play.
Four, the use of multimedia-assisted English teaching should pay attention to several aspects.
1. First of all, we must grasp the "degree" of using multimedia. As the name implies, "multimedia computer-aided teaching" is a teaching aid in the teaching process. Multimedia-assisted teaching has many advantages, but in English class, many functions of teachers cannot be replaced by the functions of computers, and the leading role of teachers can not be ignored. The main body of English classroom teaching is still student activities, and the design and application of multimedia should always take students as the main body.
2. The design of multimedia courseware should closely follow the content of teaching materials, fully grasp the key points of teaching materials, find the breakthrough point of multimedia and teaching content, and pay attention to following students' thinking rules, embodying teaching strategies, adopting different forms and methods, creating various necessary communication situations, highlighting the advantages of multimedia in integrating words, images, videos, sounds and animations, providing students with a lot of language practice opportunities and fully embodying the practicality of English classroom teaching.
When making courseware, we might as well have a "empathy". First, put teachers in the students' perception angle, understand students' learning emotions and psychology, perceive teaching materials, and train language communication ability, so as to find the breakthrough point and breakthrough point of teaching, and then implement teaching objectives and priorities; Second, put students in the position of courseware master, so that students can understand and master the teaching materials in continuous language training, and then use the teaching materials to achieve the realm of thinking and expressing in English.
3. The use of multimedia should grasp the opportunity. The timely use of media in the teaching process plays an important role in achieving the teaching objectives. Only when students have the strongest desire to learn and need help most can multimedia be used to inspire and pull students, and the comprehensive effect of multimedia can be reflected and satisfactory results can be achieved.
In a word, multimedia English teaching is undoubtedly an advanced auxiliary teaching method, and its prospect is infinitely broad. If we want to use this method reasonably and realize the optimization of English classroom teaching, it will bring new opportunities and challenges to English teachers, and at the same time put forward higher requirements for English teachers. It requires teachers to develop from "keeping stalls" to "pioneering". In other words, our English teachers should not only have solid professional skills, but also have advanced teaching theories and educational concepts, and dare to challenge new science and technology, so as to give full play to the great advantages of multimedia, be targeted and use it reasonably. I believe that through our unremitting exploration and accumulation, in the near future, multimedia-assisted English teaching will be more generous and brilliant, and the optimization of English classroom teaching will be truly realized.