With the coming of 2 1 century, we have entered the digital information age. In the process of exploring specific disciplines to implement quality education, multimedia-assisted teaching has moved from the "performance" in the first excellent class and demonstration class to the main position of implementing quality education-classroom teaching, especially English classroom teaching. It can really be said that "the swallows in front of Lao Wang Xie Tang flew into the homes of ordinary people." This has undoubtedly injected fresh blood into the reform of English classroom teaching, provided a new idea for changing the traditional English classroom teaching mode that pays attention to cognition, indoctrination and closure, and laid a foundation for establishing a teaching mode that simultaneously cultivates students' listening, speaking, reading and writing abilities in the classroom. The creation of a harmonious and efficient teaching atmosphere in English classroom and the greater play of students' subjectivity enable students to actively participate and develop with their brains and mouths. The ultimate goal of students' learning English-cultivating students' English communicative competence is embodied in modern English classes. Large-capacity, high-density and fast-paced classroom teaching strengthens students' comprehensive training in listening, speaking, reading and writing, and deepens the infiltration of moral education and cultural background knowledge. However, if multimedia teaching is overused, it will usurp the host's role and violate the purpose of multimedia "auxiliary" teaching, so that students can take a cursory look in the classroom and pay too much attention inadvertently, which will lead to classroom teaching becoming a mere formality, let alone giving full play to students' subjectivity. This is related to the misunderstanding of some teachers. How to use a lot of media properly in English classroom teaching? The author talks about some insights in practice:
First, pay attention to the consistency of courseware style and teachers' teaching style.
The application of multimedia-assisted teaching makes teachers' teaching methods unprecedented. Teachers choose the most suitable teaching method according to their own logical flow, and organize teaching effectively.
The key of multimedia-aided teaching lies in courseware. Without courseware, even the best hardware facilities can only be vases. 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, naturally integrate their own styles into the courseware, reflect their own educational ideas, and make them easy for students to accept, instead of using multimedia to make the original simple 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 computer-assisted multimedia teaching can bring about a "geometric" leap in English classroom teaching efficiency, which has been proved by countless practices. However, the deliberate pursuit of modernization and excessive use of multimedia will turn English classes into multimedia courseware demonstration classes and teachers into "projectionists", which will bring about the consequences of going too far.
2. 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 friendliest and most flexible language, and the interaction between teachers and students in the classroom should be the most effective way of teaching and learning." (Zhang Hongling, 2000) For example, "free conversation" at the beginning of English class, "daily report" of students on duty or oral communication between teachers and students are all good ways to cultivate students' listening and speaking ability, which is irreplaceable by computers. If we blindly pursue the display of multimedia teaching courseware in class, then we will turn what teachers should say into multimedia demonstrations; Turn the emotional communication between teachers and students in specific situations into information interaction through the network; Turn the cordial oral communication between students and teachers, students and students into a cold man-machine dialogue. Therefore, we must clearly realize that English is a practical language subject, and only through a large number of English exchanges between teachers and students can we cultivate students' communicative competence in English. 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 is always in the leading position, it is an auxiliary facility for teachers' teaching activities, and it cannot 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.
2.2, 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. 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 taught, and the higher the efficiency. For example, some teachers use the five-step teaching method commonly used in English classes, so it will be used in review, demonstration, practice, drill and consolidation. Play this clip with powerpoint for a while, play that clip with flash for a while, run up and down, keep switching, and be busy. On the surface, students are very interested, but in fact, it has become a teacher's "juggling" and students are watching it. 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. The author thinks that 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 after engaging in learning and creative activities" So we can use it more in introduction or demonstration, and less in other links. However, no matter where multimedia is used, teachers should set a goal, that is, the reason why we use multimedia is to tap the situational language points in teaching materials, to "activate teaching materials", to create real situations, and to let students learn to "swim" in the ocean of English thinking and expression.