With the rapid development of computer technology and network technology, multimedia technology has been continuously improved and widely used in teaching. The application of multimedia teaching in Chinese teaching in primary and secondary schools has certain advantages, which can effectively mobilize the enthusiasm and initiative of primary and secondary school students and create a good teaching atmosphere by using teaching situations, thus effectively improving the literacy of primary and secondary school students. The following is what I have carefully prepared for you: papers on the application of teaching media in primary school Chinese curriculum under the new curriculum standard. The content is for reference only, welcome to read!

The full text of the study on the applicability of teaching media in primary Chinese curriculum under the new curriculum standard is as follows:

With the wide application of various teaching media in subject teaching and the continuous emergence of their advantages, many teachers lack due investigation on the applicability of these teaching media. In the teaching of Chinese course in primary schools, not all teaching materials and teaching links can make the teaching media play its auxiliary role well, and teachers should be deeply aware of this. Only in this way can we better cultivate and develop students' abilities in all aspects, let the teaching media play its teaching auxiliary role more actively and promote the continuous improvement of classroom teaching efficiency.

Not all teaching media can play a positive auxiliary role in Chinese teaching in primary schools. However, many teachers lack this awareness. In view of the convenience of using various teaching AIDS, many teachers are increasingly dependent on these tools, but they lack understanding of their real functions. Teachers should change their ideas, better cultivate students' abilities in all aspects, and let the teaching media really promote knowledge teaching.

First, students' language skills training obstacles

If teaching AIDS are used improperly or rely too much on these teaching media, it is likely to hinder the cultivation of students' language expression ability from the beginning. Many stories or allusions mentioned in more and more Chinese textbooks have been made into children's movies, and many contents have also been made into very vivid video images. Many teachers simply let everyone see these contents when teaching, and students will make appropriate analysis and teaching after reading them. This teaching method does not give full play to the value of teaching materials. If teachers can teach students these stories vividly, guide them to actively participate in the process and imagine the development mode of the stories, it will provide a good platform for students' language expression ability. However, once the teacher simply lets the students watch the video clips, the training of students' expression ability disappears. For example, when teaching the contents of "encouraging young trees" and "Zheng people to buy shoes", these two idiom stories have already had special multimedia courseware and are very vivid. Some teachers play multimedia courseware directly to students, eliminating the link of teachers telling stories to students. Telling stories to students by teachers is actually a way to guide students to learn language expression. When the teacher tells a story to the students, he can draw an action to let the students experience how to express the story more vividly and how to express it more accurately to show a sense of humor. Through the interaction between teachers and students, students can imitate the teacher to tell stories, and the teacher can guide students to express. Although multimedia courseware is vivid and intuitive, it has no effect on cultivating students' expression ability.

Second, the development of students' imagination constraints

Teaching media can really make the teaching of many contents more vivid and can greatly stimulate students' enthusiasm for watching. But it will also bring students a strong sense of dependence and even hinder the development of students' imagination. Before playing the video clip, students can imagine the possible plot of the story at will and give full play to their imagination and creativity. However, after seeing the story, students can usually only accept the plot presented in the story, and their imagination will be greatly limited. For example, in the class of "What Made the Sea", some teachers think that China's cartoons of making the sea are very vivid, so they don't have to talk about it any more, so they just show the students movies. The incidents that caused trouble in the sea can be described from many angles, such as the angles of Li Jing, Nezha and the Dragon King. Different people have different views on this matter, and teachers can guide students to imagine stories from different angles. But the film directly describes the finished story from Nezha's point of view. Students watch the whole animation and finally stop thinking deeply, which greatly restricts the imagination of the story. This is also an obstacle to knowledge teaching. Teachers should be aware of this problem, put an end to excessive dependence on teaching media, and truly develop and construct students' abilities in all aspects.

Third, the students' emotional communication ability training restrictions

It is also a very important teaching goal to cultivate students' emotional communication ability in knowledge teaching for the teaching process of Chinese courses in primary schools. This not only helps students to have a deeper understanding of writing, but also helps to cultivate and construct students' Chinese literacy. The emergence of teaching media will also limit the cultivation of students' ability in this respect. Many teachers will play reading courseware for students when reading words, and the teacher's original reading will be cancelled. In fact, when a teacher reads aloud to students, it is a good way to communicate with students. If the teacher cancels this link, there will be less and less emotional collision with the students. When studying the two ancient poems "Walking on the Mountain" and "Going Home at Night", the teacher thinks that the announcer's reading is very standard, so there is no need to guide the students to read Lang, so they can directly put on a multimedia reading class and let the students read it in multimedia.

Over time, students will feel that multimedia courseware is better than teachers. What's the use of teachers? When students feel that multimedia courseware can replace teachers' guidance, teachers' guiding position is dispensable in students' minds, and teachers can no longer effectively guide and inspire students emotionally. The use of teaching media makes the relationship between teachers and students increasingly alienated, which can also be reflected in many other aspects. Teachers should be aware of this problem and fully consider the applicability of teaching media, so as to really provide positive help for classroom teaching and further develop and improve students' abilities in all aspects.

In Chinese teaching in primary schools under the new curriculum standards, teachers should further investigate the applicability of teaching media. Not all teaching links are suitable for using teaching media, and over-reliance on teaching media will also restrict the development and construction of students' abilities in all aspects. Teachers should be fully aware of this, so that the teaching media can really provide positive help for classroom teaching and further develop and improve students' abilities in all aspects. ?