Abstract: Multimedia-assisted teaching has been widely used in English classroom teaching. How to use a large number of media reasonably in English classroom teaching is a problem worthy of attention.
Keywords: the rational application of multimedia-assisted English classroom teaching
With the development of information technology, multimedia-assisted teaching has been widely used in English classroom teaching, which undoubtedly injects fresh blood into English classroom teaching reform. Making use of the comprehensive ability of multimedia technology to deal with words, sounds, images, animations, etc. and its powerful interactive characteristics, compiling computer-aided teaching courseware can transform abstract and boring learning content into vivid, interesting, intuitive and audible dynamic content, create vivid and vivid teaching situations, stimulate students' interest in learning and mobilize their enthusiasm for learning. In my years of teaching, I have realized that the following four aspects should be paid attention to in the rational use of multi-media in English classroom teaching:
First, pay attention to the consistency of courseware style and teachers' teaching style.
The key of multimedia-aided teaching lies in courseware. Without courseware, even the best hardware facilities can only be furnishings. 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 and naturally integrate their own styles into the courseware, which not only reflects their own educational ideas, but also makes them easy for students to accept. Teachers should not use multimedia to make the original text concise 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.
Second, avoid turning English classes into multimedia courseware demonstration classes.
Reasonable use of multimedia-assisted teaching can bring a "geometric" leap in English classroom teaching efficiency, which has been proved by countless practices. However, if we deliberately pursue modernization and use multimedia too much, English class will become a multimedia presentation class, and teachers will become "projectionists", which will bring about the consequences of going too far.
1. Teachers should still play a leading role in the process of multimedia-assisted teaching. Although multimedia-assisted teaching has many advantages, in English class, teachers have many irreplaceable functions of computers. The natural language between people is the most friendly and flexible language, and the interaction between teachers and students in the classroom should be the most effective way of teaching and learning. Oral communication between teachers and students in English class is a good way to cultivate listening and speaking ability, which is irreplaceable by computers. English is a practical language subject. Only through a lot of English communication between teachers and students and between students can students' English communicative competence be cultivated. Computer multimedia is just one of the tools to assist teachers in teaching. Although it is the most advanced modern teaching tool, it can only serve teaching and cannot completely replace teachers' teaching activities in the classroom. In other words, we can do without computer multimedia, but we can't do without teachers. The media has always been in a dominant position. It is an auxiliary facility for teachers' teaching activities and can't be anti-customer-oriented. We are for teaching, not for teaching. Whether we use computer multimedia depends on the needs of English classroom teaching. In teaching, teachers should let students know clearly the purpose of listening or watching, make psychological preparations, adjust their attention, pay attention to timely feedback and correction, and properly play the leading role of teachers and the auxiliary role of multimedia.
2. Pay attention to the frequency of computer multimedia applications. In order to reflect the modernization of teaching methods, some teachers use computer multimedia as much as possible in a class, and even mistakenly believe that the more multimedia is used, the higher the student participation rate, the easier it is for students to master the language materials they teach, and the higher the efficiency. In fact, students pay too much unintentional attention in such classes, the interference of teaching information in the transmission process is too great, and the language materials that students are exposed to are quite limited, which leads to the lack of language training opportunities for students in limited classes, even if the training is very insufficient. We should make full use of the law and positive factors of unintentional attention, from arousing students' unintentional attention to maintaining students' intentional attention, and then transforming it into "intentional attention" necessary for learning and creative activities. So we can use more in "introduction" or "demonstration" and less in other links. However, no matter where multimedia is used, teachers should have a goal, that is, the reason why we use multimedia is to tap the situational language points in textbooks, to "activate textbooks", to create real situations, and to let students learn to "swim" in the ocean of thinking and expressing in English.
Third, pay attention to the comprehensive application of various 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. Only by comprehensive application can we learn from each other's strong points and give full play to the teaching efficiency.
1, avoid focusing only on multimedia and ignoring conventional teaching media and means. Some teachers, after tasting the benefits of using computer multimedia to assist teaching for the first time, are obedient and lose the distinctive teaching style formed over the years, but they don't know that computer multimedia has incomparable advantages, but the unique functions of many other media and teaching methods are irreplaceable. Teachers should not blindly follow the trend, but should choose appropriate media and means according to teaching needs, rationally use multimedia and conventional media and means, and give full play to their respective advantages. According to students' reality and teaching practice, it is our unchangeable principle to choose the media form reasonably.
2. Avoid using the projection screen as a blackboard. In English class, teachers should always create situations to guide students to practice according to the needs of teaching progress, so as to achieve the purpose of communicating in English. Moreover, excellent blackboard writing is not only concise, but also teachers can adjust and modify the contents of blackboard writing at any time according to the questions raised by students. If the blackboard is completely replaced by a projection screen, it will affect the consistency of students' visual perception and affect students' grasp of the key and difficult points of the textbook; And because the content on the screen is fleeting, it will also affect students' taking class notes. Therefore, completely replacing the blackboard with a screen will affect the advantages of computer multimedia in helping us solve teaching problems.
Fourth, pay attention to "people-oriented" and give full play to students' subjectivity.
The concept of "people-oriented" is getting deeper and deeper into the education field. In the process of education, taking students as the center and giving full play to students' subjectivity have become teachers' keen teaching methods.
When making courseware, students' initiative and creativity should be fully reflected. The teaching process is a process of constantly asking and solving problems. We should create more thinking space for students. This requires teachers to be good at guiding students to think, discuss and answer questions through multimedia teaching system when using multimedia-assisted teaching system, instead of limiting students' thinking and passively following teachers.
In short, in the teaching process, teachers should play a leading role, rationally apply multimedia-assisted teaching according to different teaching purposes and teaching contents, strive to optimize the teaching process, and find the best combination of multimedia technology and English teaching, so as to effectively improve classroom teaching efficiency and finally realize the all-round development of students.
refer to
1. Tang Yue. Multimedia technology. Beijing: Electronic Industry Press, 2004.
2. Yu Zhen. Using multimedia to explore the reform of college English teaching mode. Foreign Language and Foreign Language Teaching, August 2002.