鄉(xiāng)鎮(zhèn)中學(xué)英語(yǔ)多媒體教學(xué)現(xiàn)狀及應(yīng)用分析研究 教育教學(xué)專業(yè)

AcknowledgmentsFortheirencouragementandsupport,Iwanttothanktheseprivatepersonswhohavehelpedmetofinishthispassage.First,IwillgivethankstomyadviserMsWuYing,whohashelpedmefinishthispaperandgavemesomevaluableadvice.Idoappreciateherpatience.Withoutherconstanthelp,Icouldnotcompletethisthesiscompletely.Then,Iprefertoexpressmygratitudetootherteachersandclassmateswhohelpmeinsomanywaysduringafouracademic-yearprogram.Next,Iamquiteappreciatedforthepermissiontoquotefromreferencematerials.Atlast,Ialsooweanobligationtomyparentsfortheirhelp.AbstractWiththedeepeningofthecurrentcurriculumreform,China'stownshipschoolsarealsorespondingtothecallofthenewcurriculumreform.Inordertocarryoutthisconceptofnewcurriculumreform,theEnglishteachersinmiddleschoolshaveusedtheadvancedteachingmethodsofmultimediaassistedEnglishteachinginChina,andtherelatedresearchresultsarealsoemerging.Itisnottobeoverlookedthattheresearchismoreinfluentialintheoreticalresearchontownshipschools,andtheresearchisrareonmultimedia-assistedEnglishteachingintownshipschools.Therefore,thispaperinvestigatestheapplicationofmultimediainthemiddleschoolEnglishteachinginthetownship,mainlyadoptsthequestionnairesurvey,throughresearchingsomeEnglishteachersandstudentsintheShiDemiddleschool,analyzingthecurrentsituationofthemultimedia’sapplicationinthetownshipEnglishteaching.Andputforwardtherelevantfeasibilitysuggestions,inordertoimprovethetownshipsecondaryschoolmultimediaassistedEnglishteachingeffecttoprovidethenecessaryreferencematerial.KeyWords:multimediatechnology;newcurriculum;townshipmiddleschool;Englishlanguageteaching摘要隨著當(dāng)前新課改的不斷深入，我國(guó)鄉(xiāng)鎮(zhèn)中學(xué)也在響應(yīng)對(duì)新課改的號(hào)召。為了貫徹新課改的這一先進(jìn)理念，我國(guó)大部分鄉(xiāng)鎮(zhèn)中學(xué)的英語(yǔ)教師在教學(xué)中漸漸使用多媒體輔助英語(yǔ)教學(xué)，隨之對(duì)這一先進(jìn)的教學(xué)手段研究成果也不斷涌現(xiàn)。但是不容忽視的是目前大部分對(duì)鄉(xiāng)鎮(zhèn)中學(xué)多媒體輔助英語(yǔ)教學(xué)的研究多傾向于理論研究，涉及多媒體輔助英語(yǔ)教學(xué)的調(diào)查研究尚不多見(jiàn)。因此，本文從對(duì)史德中學(xué)的多媒體輔助教學(xué)為切入點(diǎn),采用了問(wèn)卷調(diào)查法，通過(guò)對(duì)該校的部分英語(yǔ)教師和學(xué)生進(jìn)行調(diào)查研究，分析當(dāng)前多媒體在鄉(xiāng)鎮(zhèn)英語(yǔ)教學(xué)中的應(yīng)用現(xiàn)狀，發(fā)現(xiàn)問(wèn)題并提出相關(guān)可行性建議，為提高鄉(xiāng)鎮(zhèn)中學(xué)多媒體輔助英語(yǔ)教學(xué)的效果提供必要的參考素材。關(guān)鍵詞：多媒體技術(shù)；新課改；鄉(xiāng)鎮(zhèn)中學(xué)；英語(yǔ)教學(xué)1.IntroductionWiththecontinuousimprovementofteachingquality,townshipmiddleschoolshavegraduallyjoinedtheranksofthenewteaching.However,mostoftheruraljuniormiddleschoolEnglishclassroomteachingsituationstillremaininthechalk,blackboardandtaperecorder.toachievebetterteachingresultsinalimitedtime,wemustfollowthepaceofmodernteaching.Theuseofmultimediaismakingthetraditionalteachingmethodshaveundergonetremendouschanges,electroniccomputerandnetworktechnologyandothermultimediaeducationtechnologyfortherapiddevelopmentofteachersandstudentstoprovidemoreaccesstoEnglishknowledgechannels,sothatEnglishclassroomteachingresearchismaturing.However,therearestillmanyproblemsintheuseofmultimediateachingintownshipschools.Thisstudydevelopsbasedontheauthor’sinternshipexperiencetoresearch..2.ResearchBackgroundAtpresent,theprocessofeducationalinformatizationisinfullswingandthedevelopmentofmultimediatechnology.However,theapplicationofmultimediainEnglishteachinginruralmiddleschoolisnotbooming.Someevenbecomeadecoration..Inviewofthissituation,itisimportanttoinvestigatethecurrentsituationofthemultimedia’sapplicationinEnglishteachingintheruralmiddleschool.2.1TheDevelopmentofModernInformationTechnologyNeedsIntheinformationsocietytoday,informationaccomplishmenthasbecomeanimportantpartofscientificaccomplishment,theuseofinformationtechnology,addavarietyofinformation,identification,creativeprocessingandprocessingofinformation,willbethe21stcenturyhigh-qualitytalentessentialskills.Intheteachingofeducation,therealizationofmultimediatechnologyandEnglishcoursesaretheorganicintegrationoftherequirementsofthetimes,butalsotheinevitablecurriculumintegration.TimelyandappropriatelyusemultimediatoassistsecondaryschoolEnglishteaching,itcaneffectivelychangetheteacher'steachingmethodsandstudentslearningmethods,sothatstudentslearninthemultimediatechnologyenvironmentfortheirownEnglishlearningactivitiesdesign,implementationandevaluation,consciouslycontinuetolearn,andtopromotetheirowndevelopmentandimprovement.2.2TheNeedforNewEnglishCurriculumReform"Englishcurriculumstandards"pointedout:thedevelopmentofmoderninformationtechnologyonthevalueofEnglisheducation,

goals,contentandthewayoflearningandteachinghaveasignificantimpactonthedesignandexperimentofEnglish

coursesshouldpayattentiontomoderninformationtechnology,inparticular,tofullyconsiderthecalculationequipment,computerlearningcontentandtheimpactofEnglish------there’sproposedteachingandlearningchanges,thatis,changethepast,"fullhouseirrigation"toguidestudentstotaketheinitiativeandchangetheteachertothestudentsone-waydeliveryforthedivisionhealth,lifeandlifetomoreexchanges,changeimitationmemoryforindependentexploration.Inthepracticeofthenewcurriculum,wefoundthattheuseofmultimedia-assistedteachingmethods,sothattheline,sound,color,moving,staticchangestomakestudentsshowspecific,image,intuitive,soundandpaintingaudio-visualmaterials,fullymobilizethestudentsavarietyofsensesparticipateinlearning,makingtheEnglishclasslively.TeachersaretoevaluatethelearningprocessofEnglish,

weshouldpayattentiontotheresultsofstudents’learning,butalsopayattentiontotheirlearningprocess,andpayattentiontothelevelofstudentslearningEnglish,butalsotopayattentiontotheiractivitiesinEnglishexpressedemotionsandattitudes,sothathelpstudentsunderstandthemselves,buildconfidence.2.3Students'All-roundDevelopmentNeedsTheEnglishSteeringCommitteeinthe"BasicEnglishforthe21stCentury"reportpointedout:"Englishqualitywillbeinadditiontogender,ethnicandotherfactorsaffectingtheemploymentandincomeofcitizensisanotherimportantfactorintheUnitedStates."Withthepopularityofhigh-techachievements,thefutureinformationsocietycitizensshouldhavethefollowingEnglishliteracy:(1)Englishcommunicationskills.(2)awarenessofappliedEnglish(3)theabilitytosolvetheproblem,thatis“Englishmodelingability”.(4)masterthewayofthinkinginEnglish.Inthehigh-techinformationsociety,apersoncanusetheEnglishmindtothinkaboutthevariousproblems,thatisconsideredtohavegoodEnglishquality.3.LiteratureTheoryInthischapter,wewillbrieflyintroducesometheoriesordefinitionsandthestageofdevelopmentaboutthemultimediaintheruraljuniormiddleschool.3.1AbriefintroductiontothedefinitionMultimediaplaysanimportantroleinstudyingEnglish.Buttherearestillsomepeopleontheconceptofthemedia,multimedia,multimediatechnologyandmultimediateachingarerelativelyvague.Thefollowingisanintroductiontotheseconceptsordefinitions.3.1.1MultimediaMultimedia(Multimedia),composedofmultipleandmediacomplex,literally,generallyunderstoodasacombinationofmultiplemedia.XuZhijian(2010:6)inthe"multimediaforeignlanguageteachingtheoryandmethods"citedtwocomputerdomainmultimediadefinition,oneisAPPLEcompanyWollastondefinition:"multimediaisthetext,graphics,animation,videoandaudioinformation,computerItisthegluethatconnectsthem."TheotherisSunMicrosytem'sdefinitionofJeefMorgam:"Multimediaisacombinationofknowledgeandcreationoftraditionalcomputermedia-text,graphics,imagesandtheiranalysis(video)andaudioandinformationexchange."Asweallknow,inthecomputerfield,thedefinitionofmultimediaismoreconsistent,areclearlystressedtheindispensableroleofthecomputer.However,inthefieldofforeignlanguageteachinginChina,thedefinitionofmultimediaisstillvague,cannottellthe"multimedia,traditionalmultimedia,multimediamulti-mediaandmultimediatechnology"concept,thereisindeedamatteroffact.Multimediacontainstwomeanings.Thefirstlayer,referstothetraditionalmultimedia,whichisavarietyofmediasynthesis;thesecondlayer,referstothecomputermultimedia.Computermultimediaistext,graphics,images,sound,animation,videoandothersingle,one-waymediathroughthecomputertechnologyfordigitalprocessingtosingleormultiplesynthetic,one-wayorhuman-computerinteractionformofinformationmedia.Multimediaisoneofavarietyofmedia.Binarydigitizationisthedistinguishingpointofcomputermultimediaandtraditionalmultimedia.3.1.2MultimediaTeachingThecomputermultimediateachingreferstotheteachinginaccordancewiththerequirementsofteachingdynamic,organicuseofcomputermultimediateachingactivitieswithintegration,dynamic,controllability,interactive,networkandothercharacteristics,isavarietyofmediateachingofakind.Atpresent,computermultimediateachingbelongstotheteachingandhastwomainmodes:centralizedcontrolofteachersandcommoncontrolofteachersandstudents.Andmostofthemultimediateachingintownshipsandmiddleschoolsbelongstothecentralizedcontrolofteachers.Thehardwareiscomposedofmicro-multimediacomputersystem,projectorandlargescreen.Thesoftwareiscomposedofgraphicwindowoperatingsystem,coursewaremakingsystem,officesoftwareandgraphicsoftware,audioandvideosoftwareandothercomponents,theoperationmethodbytheteachercentralizedcontrol,studentsthroughthescreentoshowthecontentandteacherinteraction.Afterdevelopment,inthenextfewyearstoachievethescreenfromthewhiteclothscreentothedevelopmentofelectronicwhiteboard,toincreasetheinteractionbetweenteachersandstudents.Onbehalfofthemoreadvancedmultimediamodelisthecommoncontrolofteachersandstudents,teachersandstudentsahigh-speedInternetconnectionofhigh-profilemultimediacomputersonhardware,suchasnotebooks,touch-screenlarge-screenTabletPC,avarietyofelectronicproducts,multimediacomputer.Theuseofelectronicclassroomsoftware,centralizedcontrol,textbooks,resourcelibrary,display,practice,test,assistant,interactive,virtual,networkconnectivityandotherfunctionsasawhole,isapuredigitalteachingmode.Thetypicalapplicationofthecommoncontrolofteachersandstudentsisthe"computer-aidedlanguageteaching"prevalentinforeignlanguageteachingincollegesanduniversities,namelyCALL.Astheteachersandstudentsofthecommoncontrolofmultimediateachingmodelofthegovernmentfinancialresources,teachersandstudentsofthecomputerapplicationability,thestudentshaveahigherself-controlrequirements,sointhebasiceducationstagehasnotbeenabletoexpandalargearea.3.2TheStageofDevelopmentabouttheMultimediaThefirststageistheeightiestothemid-nineties,themultimediaappliedtothestudyofEnglishdisciplinesinthebasicaudio-visualsoftwareandothertraditionalmultimediamaterialsunderstandingandintroduction.Atthisstage,peopleintheroleofmultimediainEnglishteachinghasbecomemoreandmoreprofoundunderstandingandexperience.Thesecondstageisthemid-ninetiestothebeginningofthiscentury,thestudyfromthetraditionalmultimediatocomputermultimedia,thecontentofthestudyhasexperiencedachangefromtheroleofteachersinthemultimediaenvironment,studentlearningmodeconversion,andthentheuseofspecificteachingdevelopmentof.Atthisstage,excellentEnglisheducationsoftwareisalsograduallydeveloped.Thethirdstageisthereflectionandreconstructionoflanguagemultimediainrecentyears.Withthegradualapplicationofcomputermultimediainruralmiddleschools,theapplicationofmultimediainruraljuniormiddleschoolEnglishteachingisalsorelativelydeveloped.SometeachershavefoundthatmultimediainruralmiddleschoolEnglishclassroomtherearemanyproblems,suchas:multimediafacilitiessimple;teachersoperatingcapacityisrelativelyweak;multimediaequipmenthasbecomeadisplay,onlyintheopenclasswhenthemultimedia-assistedteaching.WiththemultimediainEnglishteachingshowsthesuperiorityofthetownshipjuniorhighschoolteachersbegantopaymoreattentiontotheapplicationofmultimedia,multimediaapplicationsbegantheirowntrainingandtheuseofcapacityimprovement.Sofar,teachers,students,schoolsgraduallyrealizedtheimportanceofmultimediateachingandtheneedtoachieveacertaindevelopment.Theeffectofmultimedia-assistedinstructionhasalsobeenimproved.However,thecurrentnumberofmultimediaapplicationsinruraljuniorhighschoolEnglishteachingless,narrowrange.China'sruralareasanditsvastdistribution,suchasLiQuanCounty,ShiDeMiddleSchoolandShaanxiProvince,separatedfromthecountrysideandeconomicandeducationaldevelopmentisnotbalanced,themultimediainthejuniorhighschoolEnglishteachingapplicationsurveyalsoneedtobefurtherdeveloped.Thiswillneedtowidenthescopeofthestudysothattheresultsofthestudyareclosertotherealitiesofthetownshipmiddleschools,andprovideamoreeffectivebasisfortheapplicationofmultimediaintheteachingoftownshipEnglishinChina,andtheproblemsintheuseofjuniormiddleschoolEnglishteachingTofindandanalyze,andputforwardsomecorrespondingmeasuresandfeasibilityrecommendations,inordertopromotethedevelopmentofChina'stownshipmultimediateaching,whichisthefundamentalstartingpointforthisstudy.4.InvestigationoftheMultimediaintheRuralJuniorMiddleSchoolThischapteristhefocusofthispaper,theauthormainlyusesthequestionnairetodiscovertheproblemabouttheapplicationofmultimediainruraljuniormiddleschoolEnglishteaching.4.1QuestionnaireImplementationThisstudywasconductedinShiDemiddleschoolfromNovemberin2016toMarchin2017.ItwastoinvestigatetheapplicationofmultimediainShiDemiddleschoolEnglishteaching.ThisquestionnairewasmainlyaboutEnglishteachersandstudents.Wefirstmadeaquestionnairecontaining10questionsforEnglishteachersand8questionsforstudentstoinvestigatethemultimediaconditionofservice.Therearealtogether10middleschoolEnglishteachersand116middleschoolstudentsinvolvedinthisstudy,andstudentsareingradeseven,eightandnine.Thequestionnairetotallyreceived126shares,theeffectiverecoveryhas120shares.4.2Thestudents’ResultofInvestigationThereareeightquestionstoillustratethepresentconditionofmultimediaamongtheruraljuniormiddleschoolstudents:(1)ThefrequencyofmultimediateachingusedbyEnglishteachersintheclassroom.(2)Whichdoyoupreferaboutmultimediateachingandtraditionalteaching?(3)Youradaptationtomultimediateaching.(4)Doestheuseofmultimediaenhanceyourinterest?(5)Whatmeasureswillbetakenwhenusingmultimedialectures?(6)Whatarethedisadvantagesofmultimediateaching.(7)Howdoyoufeelabouttheuseofmultimediainclass.(8)Areyousatisfiedwiththepresentmultimediaequipment.Percentageoftheeightquestionsareasfollowing:Fromthetable,wecanfindsomechiefproblems.Forexample,students’adaptationtomultimedia,promotionofstudents’interestandperformanceofstudentsintheclassroom.However,withthecontinuousrenewalofthenewcurriculumreform,studentsgraduallyhaveadaptedtothemultimediateachingmode.

Atthesametime,comparedwiththetraditionalteachingmode,studentsprefermultimediateachingorthecombinationoftraditionalteachingandmultimediateaching.Itislargelyobviousthatmultimediateachingimprovesthestudents’interestforstudyingEnglish.Buttherearestillsomestudentsthinkthatmultimediateachingistoofasttoimpress.Inaddition,theteacher’smasteryofthemultimediateachingisnothigh,whichleadstothedullatmosphereintheclassroom.Lastbutnotleast,almosthalfofthestudentsaresatisfiedwiththecurrentmultimediafacilities.Buttherearestillsomestudentsonthecontrary.Theyarenotsatisfiedwiththecurrentteachingfacilities.Theruraljuniormiddleschoolhasafewmulti-mediaclassroomsduetothepooreconomiccondition.Andbecauseofthelackofuseforalongtime,theteachingfacilitiesareinbackwardstate.Theteachersevenneverusemultimediatoteach.Inthisway,astimewentby,somestudentsthinkthatmultimediateachingdoesnotimprovetheirstudyinterests.Inthisway,themultimediateachinghasnotachievedgoodteachingeffect.4.3Theteachers’ResultofInvestigationThenumberof8questionsisdesignedtotesttheconditionofserviceamongtheruraljuniormiddleschoolteachers:(1)Whatisyourteachingaidsinyourclass?(2)Whichdoyoupreferaboutmultimediateachingandtraditionalteaching?(3)Doyouhavedifficultyinusingmultimedia?(4)Thereasonsforthedifficultyofusingmultimedia.(5)Areyousatisfiedwiththeexistingmultimediateachingequipment?(6)DoyouthinkmultimediaisimportantinEnglishTeaching?(7)Howdoyoufeelabouttheclassroomatmosphereandlearningmotivationintheuseofmultimedia.(8)InthefutureEnglishteaching,whetherwillyoubemoreusingthemultimediatoassistteachingEnglish?AndPercentageoftheeightquestionsareasfollowing:Fromthisdiagramabove,weknowthat90%ofteachershavedifficultyinusingmultimedia.Themainreasonisthatpersonalmasteryofmultimediatechnologyisnothigh.Therearetheoldschoolequipmentandlimitedgoods.AlmostalltheteachersthinkthatmultimediateachingisveryimportantinEnglishlearning.Andtheyareasmuchaspossibletousemultimediaforassistingteachingintheusualteaching.However,therearestillsometeachersdonotapplyanyteachingaids,justblindlycrammingteaching.Comparedwiththetraditionalteachingmode,teachersprefermultimediateachingorthecombinationoftraditionalteachingandmultimediateaching.Thisisalmostthesameasthestudents’pointofview.80%ofteachersaresatisfiedwiththecurrentschoolteachingequipment.20%ofteachersarenotsatisfiedandstillneedtoimprove.Ascanbeseenfromthechart,theclassroomatmosphereandenthusiasmofthestudentsareverygoodduringthecourseofusingmultimediateaching.AndinthefutureofEnglishteaching,teacherswillbemorelikelytousemultimediateaching.4.4StatisticalAnalysisofSurveyResultsThroughthecombinationoftwographs,wecandrawthefollowingconclusions:Firstly,Englishteachingisaffectedbyexam-orientededucation:Englishteachinginmosttownshipschoolsorhasnotchangedthetraditionalstateofmind,theschooldidnotreallypayattentiontothiscourse,whichisabigobstacleinthetownshipmiddleschoolinEnglishteaching.AsthetownshipschoolteachersandstudentscannotgiveenoughattentiontotheEnglishmultimediateachinghasbeenonlyinastateofmaintenance,andevensomeofthetownshipEnglishschoolcurriculumisonlytocopewiththearrangementsandlarge-scaleexamination.Manytownshipschoolsinordertoadapttotheexamination-orientededucation,itisblindtopursuitstudents’enrollmentrate,improvethemainsubjectsoftheexaminationresults,eventherearemanyEnglishteachersforcedbytheschool'srequest,sothatthetimeofEnglishteachingcannotreallyguarantee,Englishteachingeffectisverypoor,butinatraditionalformofteaching,thiskindofteachingwillcertainlynotgetagoodlearningeffect.Secondly,Townshipschoolsareoftenduetoeconomicreasons,theschoolgenerallyjusthaveafewmultimediaclassrooms,andthesemultimediaclassroomswillnotbeusedforalongtimetomaketheteachingfacilitiesbehindthereasons,makingthemultimediaclassroomtattered,andcannotkeepupwiththepaceoftechnologicaldevelopment.Therearemanytownshipschoolsdonothavetheconditionsofmultimediateaching,

duetolimitedtotherelationshipbetweenhumanandfinancialresources,stillrelyonchalk,blackboard,textbookthesetraditionalteachingtoolstosupporttheteachingofEnglishdisciplines,noapplicationofmodernteachingpropsformultimediaofteaching.WhichwillaffectthestudentsfamiliarwiththeknowledgeofEnglish,masteranduse,seriouslyhinderthedevelopmentofstudentlanguagethinking.Onlylearnandnotpractice,forsomeofthebasicknowledgeofEnglishandbasicskillsaredifficulttoaccuratelygrasp,thesewilldirectlyaffectthestudentscontinuetolearnEnglishindepth,

resultinginthelackofmoreeducationinEnglishlanguagetoexplainandthespecificapplicationofthelanguageenvironment,sothatmoresportsforthisboringEnglishlearningcannotcauseinterest,seriouslyrestrictingtheapplicationanddevelopmentofEnglishdisciplines.Englishteachersintheteachingofteachingisrelativelyweak,

inthetownshipmiddleschoolfortheEnglishclassroomteaching,

becausethereisnoprofessionalEnglishteacher,fortheEnglishclassteaching,oftenonlybysomeolderteacherstoserve,ornon-EnglishprofessionalteacheronbehalfofEnglishlesson.Infact,theseteachingEnglishteachersteachinglevelisnothigh,andsomeevenlackalotofbasicknowledgeofEnglishculture,itisdifficulttoteachstudentsmoreEnglishknowledge.5.ConclusionBasedontheaboveresearch,theauthorputsforwardsomefeasiblesuggestionstotheteachersandstudents.TheaimistomakemultimediaplayamoreactiveroleinjuniormiddleschoolEnglishteaching.5.1SuggestionsforTownshipMiddleSchoolFirstofall,throughtrainingtoenhancetheteacher'smultimediateachingphilosophy.Tofullyrealizethatmultimediaistheinevitableresultofthedevelopmentofinformationtechnology,itsapplicationtoteachingisanecessityofprogressanddevelopment.Multimediateachingandtraditionalteachingcancomplementeachother,theirorganiccombinationwillgreatlyenhancetheteachingeffect,andbeconducivetotherealizationofteachingobjectives.Second,regularorirregulartrainingofteachersonmultimediainformationtechnologytolearn,toimprovetheirabilitytomasterthecomputeroperation,suchasanimation,video,linkinthePPTapplicationoperationsandPStechnologyandotheraspectsofknowledge,sothattheappropriateuseTotheclassroomtogotoschool.5.2SuggestionsforTownshipMiddleSchoolTeachersFirstofall,throughtrainingtoenhancetheteacher'smultimediateachingideas.Tofullyrealizethatmultimediaistheinevitableresultoftheteachingdevelopment,itsapplicationtoteachingisanecessityofprogressanddevelopment.Multimediateachingandtraditionalteachingarecomplementaryeachother,theirorganiccombinationwillgreatlyenhancetheteachingeffect,andimprovetherealizationofteachingobjectives.Second,regularlyorirregularlytraintheteachersonmultimediainformationtechnologytoimprovetheirabilitytomasterthecomputeroperation,suchasanimation,video,linkinthePPTapplicationoperationsandPStechnologyandotheraspectsofknowledge,sothatteacherscanappropriatelyusethemintheclass.5.3SuggestionsforTownshipMiddleSchoolStudentsInthecurrentmultimediateaching,thisisacommonphenomenonthatteacherskeepspeakingintheclassroom,studentsblindlylistentothephenomenoninthefollowing,theteacheristheleadingclassroomteaching,butalsoignoredthesubjectofknowledge,resultinginstudents’abilityisnotstrongandotherissues.Therefore,intheprocessofexpandingstudents’thinking,theyshouldcombinewiththecontentoftextbookstoimprovetheadaptabilityofclassroomteachingandconscious,

activelearningability,andcontinuetothinkingtoimprovetheirlearningandthinking

.BibliographyLiChade理查德.DuomeitiXuexi多媒體學(xué)習(xí)(MultimediaLearning).Beijing:CommercialPress,2006.LuoXinhua羅新華.DuomeitiYingyongXian