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Advantages of multimedia foreign language teaching
Advantages of multimedia foreign language teaching

Paper Keywords Advantages of Multimedia Foreign Language Teaching

Multimedia teaching is the development trend of classroom teaching today. Using multimedia-assisted teaching in foreign language classroom can stimulate students' interest in learning, improve students' learning efficiency and teachers' teaching efficiency, optimize the allocation of classroom resources, expand the amount of classroom information and cultivate students' individualized thinking.

Multimedia is a tool to store and transmit information with the help of modern science and technology. Multimedia has the characteristics of images, words, sounds, images and shadows, which can make teaching more intuitive and vivid. Using modern multimedia teaching methods can provide students with the best foreign language learning environment and learning situation, optimize the whole process of classroom teaching, cultivate students' ability to communicate in English initially, and promote the improvement of students' comprehensive ability. High-quality and efficient classroom communication activities can stimulate learners' learning motivation, give students the opportunity to exercise their overall expression ability, and help students acquire language naturally. To do this, teachers are required to create a good communication environment. It is unrealistic to talk about communication out of context. Classroom communication activities have turned the classroom into a "small society", and such language training is more flexible and challenging. There are many ways to create a good communication environment, and making full use of multimedia technology is undoubtedly a very important means. The author believes that the application of multimedia technology has the following advantages for foreign language teaching:

First, multimedia teaching can make up for the limitations of traditional teaching in time and space, create a real language environment, make students feel immersive, thus stimulating students' interest in learning, mobilizing students' imagination and desire to actively participate, effectively improving learning efficiency, cultivating students' strong language application ability, and achieving the purpose of communicating in English. One of the most important characteristics of multimedia is its interactivity. There is frequent direct communication between computers and users, that is, man-machine dialogue, which enables people to control the content and mode of specific media information. Although the application of multimedia technology reduces teachers' teaching time, it does not mean that teachers' role or requirements are reduced. A successful multimedia English teaching class should be a large-scale performance with rich contents. Performers are students, and teachers are planners, stage designers, hosts and directors. The application of multimedia technology fully combines the ideological and artistic nature of teaching materials, which is very attractive to students and provides a rich audio-visual environment for language teaching. Through multimedia man-machine dialogue and interaction, it provides students with immersive situations and improves the memory effect. This feature can also promote the transformation of the relationship between the four elements in the teaching process. The integrated teaching of information technology and English subjects can enable students to construct the learning process under the guidance of teachers under the multimedia teaching and network environment teaching.

Second, the traditional teaching mode consumes a lot of time through blackboard writing and oral explanation, and the information density is low. However, the teaching content of multimedia-assisted instruction is richer, which can transmit sound information, text information, graphic information and image information, making up for the deficiency of the traditional teaching mode of English textbooks, and the amount of information is much larger than that provided by traditional classroom teaching, thus saving class hours. Although the amount of information is larger, the means of information transmission are more diversified, flexible and convenient, including not only sound and words, but also audio-visual combination, which greatly arouses students' interest and effectively mobilizes their non-intellectual factors-the indispensable internal driving force of students' learning, so students are willing to accept this rich information and actively participate in the teaching process. One of the advantages of multimedia teaching with computer technology is the large amount of information, that is, the so-called massive information, which refers to the effective and orderly organization of huge information through multimedia means, presenting a clear and orderly information collection. This is of great significance to the new era of increasingly updated knowledge and knowledge explosion. In this context, in teaching, if teachers only rely on "blackboard+chalk", it can no longer meet the needs of students' development. Through computer multimedia technology, students can be provided with a variety of selection functions. At this time, students are the main body of learning, while teachers play the role of instructors. Different students can determine their own learning goals, choose appropriate learning progress, determine their own learning content and find suitable teaching media according to their own different situations. Students' autonomy, imagination and creativity can be brought into full play in a relatively large space, and at the same time, the learning results can be evaluated through constant feedback, thus improving the shortcomings in learning and optimizing the learning effect. At the same time, students' access to information has been broadened to a great extent. The source of students' information is no longer limited to teachers' teaching and reading textbooks, but through computer multimedia system, they collect all kinds of information and data on demand, so as to gain more extensive knowledge. For example, in the teaching with the theme of "animal intelligence", teachers can arrange for students to inquire about relevant information reports about animal intelligence online in advance, and the information obtained in this way far exceeds that given by textbooks, which greatly broadens students' knowledge, not only injects the flavor of the times into their study, but also stimulates their interest in exploring knowledge and makes a good warm-up exercise for the new curriculum.

Thirdly, in view of the individual differences of students, such as the differences of English foundation and acceptance ability, multimedia-assisted teaching allows students to choose the content, quantity and progress of learning according to their actual situation, so as to realize students' active demand for information rather than passive acceptance, which is conducive to teaching personalization. The traditional English teaching model is basically teacher-centered. Its serious drawback is that the teacher-centered English classroom ignores the cognitive role of students, which is not conducive to the growth of creative talents with innovative thinking and ability. The teacher-centered teaching model is based on behaviorism learning theory. Due to the long-term subtle influence of this behaviorism learning theory, most students in our country have gradually developed the habit of not asking questions and not asking why. For a long time, students have formed a blind worship of books and teachers-thinking that all books are classic philosophies, and what teachers say is of course no problem. In short, they never doubted what was in the textbook or what was explained by the teacher. In other words, students have been receiving the knowledge filtered by teachers. They don't want to try new things in the past. This long-standing and unquestionable thinking concept has been passed down from generation to generation, constantly strengthening, binding and imprisoning students' divergent thinking and reverse thinking. New ideas and concepts that dare to break through tradition and despise authority are despised and stifled; The wings of bold fantasy are also broken, and its initiative cannot be exerted.

refer to

[1] Luo. Practice and Analysis of College English Multimedia Teaching [J]. Journal of Zhejiang Education College .2003.3

[2] Wang Jianmei, Sun Chunlei. Rethinking on Multimedia Network Teaching of College English in China [J]. Foreign Language Industry

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