[Keywords:] reading teaching English reading class multimedia
Using multimedia to teach English reading in technical secondary schools can help students overcome their weariness, stimulate their interest in learning and change their learning mentality. This teaching method can improve the efficiency of reading teaching, is an irreplaceable teaching method at this stage, and has a very positive role in cultivating students' reading ability. The author has been engaged in teaching practice for some time. Practice has proved that if the teaching design of reading conforms to students' psychological characteristics, the modern teaching technology of multimedia can be used as much as possible to effectively improve students' learning quality.
Combining the teaching principle of teaching students in accordance with their aptitude and according to the ability level of the teaching objects, it is the premise to choose appropriate reading training materials for multimedia teaching. Analyzing and positioning the language level of teaching objects and the depth of teaching materials can help teachers use multimedia efficiently in teaching activities.
First, analyze the learning state of teaching objects and choose teaching materials.
The author's teaching target is the students whose English language ability is at a low level in the senior high school entrance examination. Their ability of self-regulation and emotional control is weak, their attention is not concentrated, and their awareness of classroom participation is not strong. Although most students have a certain reading ability and their vocabulary is between 600- 1000 words, their overall reading awareness and understanding ability are not strong. If the number of new words in each text exceeds 10%, it may become an obstacle to students' learning process and may affect their overall understanding of the text.
Teaching materials are the carrier of teaching activities. The selection of teaching materials affects the development of teaching activities, students' learning interest and learning effect to a certain extent. Therefore, the selection of teaching materials should give full consideration to students' original English foundation and the interest and operability of teaching materials. With the help of suitable teaching materials, students can learn step by step from shallow to deep.
Second, the application of multimedia courseware in reading teaching
The structural arrangement, interesting and novel themes and the characteristics of keeping pace with the times of the first and second volumes of New Horizon for Middle School Students' English Reading provide a platform for the application of multimedia courseware in the teaching process. Multimedia courseware can be used in all aspects of teaching activities.
(1) The teaching activity before reading is to introduce the social, historical, humanistic and natural background related to the reading content. Teachers can use courseware to provide students with some background knowledge related to the theme of the text, which can better arouse students' speculation, prediction and concern about the content of the text. The first module of New Horizon of Middle School Students' English Reading provides students with background thinking related to the content of the text. Thinking before reading a background picture related to the question content can effectively arouse students' desire to predict the text content. For example, the first question is designed in Unit 7 of Book 2, which makes it easy for students to associate and predict the text. The presentation of courseware pictures can not only appropriately hint at the theme of this lesson, but also make students intuitively associate with the background of the article.
(2) In the target vocabulary teaching activities, students can hinder the understanding of new words and key phrases in the text through courseware learning. The display of courseware images can give full play to students' perception ability and make it easy to understand and guess the meaning of new words. It is a basic principle to let students guess new words in reading teaching: that is, students must guess in teaching activities, and the cultivation of guessing ability is more meaningful than the "diligence" of looking up dictionaries. In the target vocabulary teaching activities, the presentation of courseware images embodies this basic principle and effectively helps students understand and use key vocabulary. Courseware pictures, which are composed of pictures, animations, recordings, videos, words and other elements, can make students intuitively perceive and remember the target words to be learned, and can also trigger students' thinking in images. For example, when teaching the word "custom", the abstract meaning of "custom" is explained by the sentences in the picture (sending flowers is a custom of Valentine's Day) and vivid and interesting animated pictures, and the concept of the word is formed. At the same time, courseware makes students' learning and memory process easier with its own characteristics.
(3) In the "reading" teaching activities, designing courseware pictures related to paragraph topic sentences can effectively trigger students' prediction of paragraph content. Students' senses are related to the display of courseware pictures, and the meanings contained in paragraphs are inferred. For example, in the lesson of "adding dogs", students can predict the content of the second paragraph through pictures. Through the display of pictures, students can think that this paragraph describes the largest dog in the world. From another picture, students can guess that the third paragraph describes the smallest dog in the world. The application of courseware pictures can improve students' reading speed and make them understand the meaning of paragraphs in a short time. At the same time, text images and visual images are organically combined in students' minds, and they interact with each other to form an understanding of the general idea of the paragraph.
I hope I can solve your problem.