First, the use of multimedia teaching, effectively stimulate students' interest in learning English
Interest is the best teacher, and any active inquiry activity should be based on strong interest and rich emotion. For different reasons, some students are afraid of difficulties in English learning, and their poor grades have seriously hit their sense of achievement in learning. Gradually, they lost confidence in English learning. At this time, if teachers still adopt the traditional teaching mode, it is difficult to stimulate students' enthusiasm for learning. Proper use of multimedia can well break through the limitations of traditional teaching, integrating sound, image, picture, text and animation, creating an interactive environment for children to learn English in all directions, attracting students' attention with its vivid, vivid and flexible image, thus stimulating students' interest in learning. For example, in the class of "animalsindanger", some simple questions are designed in the courseware, such as: "Doyouknowanyendangeredanimals?" The students scrambled to say the words they had learned: panda, tiger, elephant, lion and so on. Then, more pictures of endangered animals and their corresponding English words appeared on the screen. Although these are all new words, because the pictures are wonderful, the students are very enthusiastic about learning, and they are guessing the pronunciation of the new words. With strong interest, under the leadership of the teacher, the students quickly mastered new vocabulary. Then let the students watch a video file describing endangered animals and people wantonly destroying the natural environment and illegally hunting rare animals. In this way, students' awareness of protecting endangered animals and their sense of responsibility for environmental protection propaganda are suddenly aroused. After reading it, the teacher asked the students, "What can I do?" One by one, the students said, "I want to plant more trees." "I'll kill them." "I'll leave him alone." "I will ..." The class is lively, and students are interested in it. They have fully practiced their spoken English and completed their teaching tasks efficiently.
Second, the use of multimedia to create a real language situation, enhance the authenticity of language training.
English is a language and one of the tools of communication. Multimedia "audio-visual-oral" integration can present students with the cultural background and interpersonal communication in real life, create a vivid and realistic language environment for students, enable students to be on the scene, quickly eliminate the strangeness of new knowledge, and make the information obtained by various senses stimulate students' brains at the same time, which is very helpful for language training.
Third, the use of multimedia teaching, so that English classroom capacity, high density, fast pace.
In the traditional English class, students have few opportunities to practice and their participation is narrow, so teachers spend a lot of time explaining in class and writing on the blackboard. In multimedia-assisted classroom teaching, teachers can design specific perceptual materials into audio-visual courseware, which includes: scene introduction, text reading, pictures, after-class exercises, knowledge induction, blackboard writing points and so on. The time saved in this way can greatly increase the output of language, improve the frequency of teacher-student interaction and students' participation, and make the classroom truly efficient.
Fourth, the problems in the application of multimedia in teaching
Although compared with traditional teaching, multimedia teaching has many incomparable advantages. It plays an inestimable role in improving classroom efficiency and optimizing classroom teaching. However, multimedia is only a means of assisting teaching, and some teachers have some problems because they have not used it correctly, mainly in the following aspects:
1. Some teachers rely too much on multimedia and ignore the combination with other teaching AIDS, such as tape recorders, wall charts and small blackboards around them. They only pay attention to the application of teaching methods and ignore the research of teaching methods. As a teacher, we should pay more attention to students' classroom reaction, adjust teaching methods in time, and interact and communicate effectively with students.
2. Excessive abuse of multimedia, ignoring the focus of classroom teaching. Some teachers simply pursue the gorgeous courseware, and colorful pictures, beautiful music and dynamic Flash appear alternately, which makes students overwhelmed. A good class has become a paradise for juggling. Sometimes the content on the courseware has nothing to do with the teaching objectives. They are busy for a long time but ignore the explanations of the teaching points.
3. Excessive abuse of multimedia ignores the teaching effect of blackboard writing. Some teachers have such a wrong understanding: "I have finished the courseware, I have designed the flow of a class, and I have laid the blackboard in advance." I just need to click the mouse in class, so I don't have to write on the blackboard. " We should know that writing on the blackboard cannot be omitted in multimedia teaching, and multimedia is only a tool to assist teaching. It is true that everything has two sides. While fully enjoying the benefits of new things, we have to silently reflect on the many disadvantages that improper use will bring us. Only by overcoming these shortcomings can multimedia-assisted teaching play its greatest role.
In a word, the proper use of multimedia and its organic combination with English teaching have injected fresh blood into English classroom teaching, made the English teaching process more structured, visualized and dynamic, and helped to comprehensively improve students' comprehensive quality, cultivate their practical ability and innovative spirit, thus continuously improving classroom efficiency and English teaching quality.
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