1. Use information multimedia to stimulate students' interest in learning. By making multimedia teaching software, all kinds of information, such as data, words, images, animations, sounds, etc. , can be organically integrated, so as to show the essential characteristics and internal relations of things, turn abstract figures, numbers and boring words into pleasing pictures, stimulate students' various senses, help create a lively teaching environment and stimulate students' interest in learning. In teaching, various educational technologies such as physical projectors can be used to let students truly see the author's appearance and see what he wrote, such as the beautiful Yuanmingyuan, the majestic Three Gorges of the Yangtze River, the steep Huashan Mountain and the touching scenes of the Wenchuan earthquake, and so on, so that students can feel it in all directions visually and audibly. This kind of comparative learning is undoubtedly helpful to improve students' reading ability, understanding ability and writing ability, and can achieve better teaching effect than traditional teaching methods. Second, using multimedia technology to cultivate students' autonomous learning With the maturity of multimedia technology, audio-visual teaching has become an indispensable part of classroom teaching. Whether it's pre-class introduction, intensive reading appreciation, breakthrough of important and difficult points or discussion and exploration, multimedia technology can always be seen. However, if the powerful weapon of information technology is given to students and they are exposed to the network environment, students will lose the "crutch" of teachers and have to break the original learning methods and schedules, let go of their hands and feet, and solve problems, ask questions and find answers by themselves. Students will give full play to their subjective initiative, break the passive learning situation, and gradually form their own independent inquiry learning methods. Thirdly, skillfully combining the characteristics of Chinese subject and using multimedia technology, the new Chinese curriculum standard clearly points out that the unity of instrumentality and humanism is the basic feature of Chinese curriculum. Chinese learning focuses on the influence of humanistic spirit and emotional communication in learning, on infecting readers with true feelings, on arousing aesthetic feeling with images, on understanding themes with artistic conception, and on cultivating language awareness and Chinese habits. The words, sounds, pictures and images in multimedia courseware greatly meet the sensory needs of students, stimulate their interest in learning, shorten the distance from thinking in images to abstract thinking, and achieve the purpose of "enlightening emotions and guiding difficulties". From this perspective, multimedia-assisted Chinese teaching is mainly manifested in creating situations and stimulating interest. The constructivist learning theory advocated by Piaget, a cognitive psychologist, lists "situation" as the first of the four elements of learning environment. They believe that learning is always associated with a certain social and cultural background, that is, "situation". Learning in the actual situation can stimulate students' associative thinking, and make learners assimilate and index the new knowledge they have learned by using the relevant experience in the original cognitive structure, so as to establish a connection between the old and new knowledge and give new knowledge a certain meaning.