本科畢業(yè)設(shè)計(jì)（論文）On Multimedia Assisted Teaching and Teacher Role Change in English Class of Primary School

ContentsTOC\o"1-3"\h\u3682Abstract I771摘要 II27807Introduction 1161301IntroductiontoMultimediaAssistedTeaching 3105321.1BasicInformationofMultimediaAssistedTeaching 3230521.2ImportanceofMultimediaAssistedTeachinginEnglishClassofPrimarySchool 6327292ApplicationofMultimediaAssistedTeachinginEnglishClassofPrimarySchool 1045042.1Lead-in 1232882.2Presentation 1371162.3LearnofPhraseandGrammar 13302783ProblemsinApplicationofMultimediaAssistedTeaching 15298323.1ExcessiveUseofMultimediaAssistedTeaching 1596343.2DatedIdeaofTeacher 15204553.3IncompleteMultimediaEquipmentManagement 1653224TeacherRoleChangeUnderMultimediaAssistedTeaching 18178504.1FromAuthoritytoAccompanist 1851384.2FromKnowledgeTransmittertoIntelligentDeveloper 1996604.3FromControllertoCooperator 2123068Conclusion 258853Bibliography 2729516Acknowledgments 29AbstractWiththedevelopmentofinformationtechnology,thecombinationofinformationtechnologyandteachingresourceshasbecomeaninevitabledevelopmenttrend.Theeducationandteachingmodeofourcountryalsomakescorrespondingreformtoadapttothepaceofthedevelopmentofthetimes.Multimediaasanauxiliarytoolisusedinteachingclassroom,whichplaysapositiveroleintheenrichmentofteachingresourcesandtheoptimizationofteachingclassroommode.Multimediaassistedteachingpaysmoreattentiontothestudent-centeredteachingidea,sothatstudentscanfullyexploreindependently,exerttheirpotential,andimprovetheefficiencyofEnglishteaching.TheprimaryEnglishteachingclassroomfocusesontheinterestoftheclassroomandthestandardofbasicpronunciation.Therefore,thispaperwillstudyandanalyzetheinfluenceofmultimediaaidsandprimaryEnglishclassroom.However,fortheapplicationofmultimediatechnology,teachersalsohavesomedoubtsandmisunderstandings,theteachers’rolesshouldbechangedinsomeaspects.Intoday’sinformationalEnglishteaching,theroleofEnglishteachersisnotaclassroomorganizerinthetraditionalteachingmodeforteachingmaterialsanymore,Englishteachersneedtoplayavarietyofroles.Therefore,primaryEnglishteachersshouldconformtotheneedsofthetimes,integratingwithmultimediaassistedteachingandmaketheirroleschangetimely.Keywords:primaryEnglish;multimediateaching;teacherrolechange摘要隨著信息技術(shù)的發(fā)展,信息技術(shù)和教學(xué)資源相結(jié)合已經(jīng)成為一種必然的發(fā)展趨勢(shì)。我國(guó)的教育教學(xué)模式也隨之做出相應(yīng)的改革,以適應(yīng)時(shí)代發(fā)展的步伐。多媒體作為輔助工具應(yīng)用于教學(xué)課堂中的應(yīng)用中，對(duì)教學(xué)資源的豐富和教學(xué)課堂模式的優(yōu)化有著積極作用。多媒體輔助教學(xué)更注重以學(xué)生為中心的教學(xué)理念，使學(xué)生能夠充分自主探索，發(fā)揮自身的潛能，提高英語(yǔ)教學(xué)的效率。小學(xué)英語(yǔ)的教學(xué)課堂注重的是課堂的趣味性以及基礎(chǔ)發(fā)音的標(biāo)準(zhǔn)性,因此本文將對(duì)多媒體輔助手段與小學(xué)英語(yǔ)課堂的影響進(jìn)行研究和分析。但是，對(duì)于多媒體技術(shù)的應(yīng)用，教師也存在著一些疑問(wèn)和誤區(qū)，教師的角色也應(yīng)該進(jìn)行一系列改變。在現(xiàn)如今的教育信息化的英語(yǔ)教學(xué)中，英語(yǔ)教師的角色不再是傳統(tǒng)教學(xué)模式中以傳授教材知識(shí)為目的的課堂組織者，相反需要扮演多種角色，因此，小學(xué)英語(yǔ)教師應(yīng)順應(yīng)時(shí)代的需求，與多媒體輔助教學(xué)完美融合并適時(shí)進(jìn)行角色轉(zhuǎn)變。關(guān)鍵詞：小學(xué)英語(yǔ)；多媒體教學(xué)；教師角色轉(zhuǎn)變IntroductionAlongwiththedevelopmentofscienceandtechnology,multimediatechnologyhasbeenusedinthefieldofeducation.Withtheimprovementofeducationaltechnologyandequipmentinschools,thewayofteachingandlearninghaschanged.ThetraditionalEnglishteachingisreadingarticlesandlisteningtotapes,butmultimediaassistedteachinghasfullypromotedthestudents’interestinlearning.Therefore,betteruseofmultimediaassistedEnglishteachingisaproblemthatpeoplehavebeenthinkingandpracticing.ItnotonlyrequiresEnglishteacherstolearnmultimediateachingtechnology,butalsotochangetheirrolesinordertobettercarryoutEnglishteaching.Atthesametime,theapplicationofmultimediatechnologyinEnglishteachingisbecomingmoreandmorecommon.Theinformationtechnologyisalsothenewmainstreamofthenewcurriculumreform.TheapplicationofmultimediaassistedteachinginEnglishteachinghasbeenatrendinEnglisheducationinChina,anditisalsoanimportantwaytoimproveEnglishteachinglevel.Onthepremiseofintroducingmultimediaassistedteaching,thispaperexpoundstheinfluenceofmultimedia-assistedteachingonprimaryschoolEnglishclassroomandthechangeofteacher’sroleunderthisbackground.Thepurposeofthispaperistoexpoundfromtwoaspects.Firstofall,intoday’seducationalinformationenvironment,theimpactofmultimediaassistedteachingonprimaryEnglishclassroomplaysapromotingrole.Secondly,thepurposeofdefiningthenewroleorientationofprimaryschoolEnglishteachersistohelpteacherstobettercarryoutEnglishteaching.ItishelpfulforEnglishteacherstocarryoutinnovativeteachingsupportedbytechnologyunderthepremiseofeducationalinformationenvironment,andalsotoimproveteachers’teachingabilities,thusprovidingconditionsforthedevelopmentofstudents.Therefore,onlybyrealizingthetransformationoftherolesofEnglishteachers,masteringmoderneducationaltechnologyandimprovingteachers’informationliteracycanprimaryschoolEnglishteachersguidestudentstochangetheiroldlearningconceptsandlearntoself-evaluate,thuspromotingtheimprovementofEnglishproficiency.Tosumup,studyingtheuseofmultimediaassistedteachingintheEnglishclassesandtheintegrationwithtraditionalteachingmodelssoastoplaythevalueinprimaryschoolEnglishclassroomteaching,andcompletingthechangeoftheteacher’srolesothatimprovingteachingefficiency,whilemakingmultimediaassistedteachingplayamoresignificantroleinprimaryEnglish,thesearethemainresearchpurposesofthispaper.Thefirstchapterintroducesmultimediaassistedteaching.Itinvolvestwoparts.Thefirstpartisthebasicinformationofmultimediaassistedteaching,whichincludesthedefinition,featuresandprinciplesofmultimediaassistedteaching.Thesecondpartistheimportanceofmultimediaassistedteaching.ThesecondchaptermainlyintroducestheapplicationofmultimediaassistedteachinginEnglishclassofprimaryschool.Itiselaboratedfromfouraspects,whicharelead-in,presentationandlearnofphraseandgrammar.Thethirdchapterintroducestheproblemsinapplicationofmultimediaassistedteaching.Thefirstpartistheexcessiveuseofmultimediaassistedteaching.Thesecondpartisthedatedideasofteachers.Thelastpartistheincompletemultimediaequipmentmanagement.Thelastchaptermainlyanalyzesthechangesofteachers’rolewithmultimediaassistedteaching.Itisdividedintothreeparts.Thefirstpartisthechangefromauthoritytoaccompanist.Thesecondpartisthechangefromknowledgetransmittertointelligentdeveloper.Thelastpartisthechangefromcontrollertocooperator,whichalsoincludestherealizationofcorrectchangeofteacher’srole.1IntroductiontoMultimediaAssistedTeachingThemultimediaassistedteachingbringsdifferentexperiencetostudentsinclass.Aftermanyyearsofdevelopment,theresultsofmultimediaassistedteachingaregraduallyrevealed.However,alargenumberofdomesticresearchinrecentyearsquestionmultimediaassistedteaching.Therefore,understandingtherealsituationofit,andteachersusethetechnologybetter,whichcanpromotethedevelopmentofteaching.Therefore,thefollowingarethebasicconceptsofmultimediaassistedteaching.1.1BasicInformationofMultimediaAssistedTeachingAtpresent,therearesomeproblemsinthemultimediaassistedteachinginourcountry.Suchasemphasizingtheoreticalresearch,lessempiricalresearch,insufficientdepth,toonarrowresearchobject[1].Itiscommittedtoimprovingstudents’Englishapplicationability,asanauxiliarytoolinthecurriculumofvariousmajorshaveafundamentalrole.ModernmultimediateachingtechnologyhasbeenwidelyusedincollegeEnglishclassroom.Atpresent,multimediateachingtechnologyinChinamainlyincludesmultimediateachingterminal,projector,displaydesk,animationproduction,audioandvideorecordingandplayingequipment.Withthedevelopmentofmodernscienceandtechnology,virtualreality,holographicimageandothertechnologiesareexpectedtoenterthefieldofeducation.Inpracticalteaching,althoughmultimediaassistedteachinghasgotmoresatisfactoryteachingresults,itstillhassomeproblems.Underthenewteachingmethod,iftheteachercancombineitwiththetraditionalteachingmethodskillfully,theteachingwouldbemoreefficient.Aftermultimediateaching,peoplecanexpanditfromthefollowings.Firstofall,schoolscandevelopaninformationcollectionsystem,teacherscanmoreeasilypreparelessonsandadjusttheteachingcontent.Besides,theupgradeofhardwareisnecessary,whichwillbringmoreconveniencetoEnglishclassroomteaching;inaddition,multimediaassistedteachingcanalsobecombinedwithVRtechnology.Atthesametime,peoplecanalsomakeanevaluationsystemandevaluateallthecoursewaredesignedbyteacherssoastoprogresstogether.Multimediateachingwillbebetterwiththedevelopmentofnetworktechnology,makingteachingmoreefficient.Therearesomespecificinformationaboutmultimediaassistedteaching.1.1.1DefinitionofMultimediaAssistedTeachingMultimediaassistedteachingisawaytointegrateinformationtechnologyintothecurriculum,sothattheresourcesandlinksofteachingcanbeoptimized.However,itisonlyatoolandteachingaids,notthemainbodyofteaching.1.1.2FeaturesofMultimediaAssistedTeachingFirstofall,multimediaassistedteachingisvivid.Usingitcanpresenttheteachingcontenttostudentsintheformofimage,text,soundeffect,etc.Studentswillbemoreeasiertounderstandthelearningcontent.Englishteacherscanalsomatchitwithsometeachingmethods.Forexample,situationalteachingmethodandaudio-visualteachingmethodcanstimulatestudents’enthusiasmwellwithmultimediaassistance.Inthetraditionalteachingenvironment,Englishteachingisboring.However,studentscanlearnEnglishmoreactivelywithit.Inaddition,somevideosalsoimprovestudents’otherskills.Second,multimediaassistedteachingisefficient.TheEnglishclassroomteachingintraditionalisboringandinconvenient.However,withtheadditionofmultimediaassistedteaching,Englishclassroomisnotonlylivelyandinteresting,butalsomakestheteachingprogressefficient.Anditcanalsoimprovestudentskeepautonomouslearningthoughtafterclass.Finally,multimediaassistedteachingisstudent-centered.Theteachersshouldunderstandthatstudents’learningiscentral,andtheteachingissubordinatetoandinserviceofthatgoal[2].Teachersarethehelperandpromoterofstudentsintheactivitiesofmultimediaassistedteaching,whichprovidesaseriesofmaterialsforstudents’learningandhelpthempracticeindependently.Afterclass,studentscanalsogetfeedbackthroughitintime,soastolearnknowledgebetter,whichisnotachievedbythetraditionalwayoflanguagelearning.PrimaryschoolEnglishteacherscanusemultimediatechnologyflexiblytomaintainstudents’enthusiasmforlearning,thuspromotingthequalityofeducationandteaching[3].Withthehelpofmultimedia,EnglishmaterialsaretaughttostudentsvividlyanddevelopingtheirabilitiestouseEnglish,whichhasagreatinfluenceonEnglishteaching.1.1.3PrinciplesofMultimediaAssistedTeachingTherearemanyprinciplesofmultimediatechnologyinteaching,whichshouldbepaidattentionto[4].Thefollowingprinciplesshouldbefollowed.Firstofall,multimediaassistedteachinghasthepurposeprinciple.Multimediaassistedteachingisanecessarywaytoimproveteachingcontent[5].However,notallteachingcontentsaresuitableformultimediaassistedteaching,andEnglishteachershavetodecidethecourserequirements.Andteacherscannotusemultimediateachingblindlyinsteadofotherteachingmethods,sothatmultimediameanstoservetheteachingobjectivesandpurposes,andstudentscanreallybenefitfromlearning.Second,multimediaassistedteachinghastheholisticprinciple.Thisprincipleisembodiedintwoaspects.Thefirstisthattheteachingobjecthasintegrity.InEnglishteaching,teachersshouldcombinethepromotionofstudents’psychologicaldevelopmentwiththestrengtheningofstudents’physique,andletstudentsdevelopinanall-roundway.Thesecondisthattheteachingsystemisholistic.Theteachingsystemofmultimediaassistedteachingiscomposedoffouraspects,whicharemultimediainformation,teachers,students,andmultimediatechnology.Eachaspectshouldhavetheoverallconsciousness,whichcanexertthemultimediaassistedteachingfunctionbetter.Third,multimediaassistedteachinghasthesubjectivityprinciple.IntheEnglishclassroom,bothteachersandstudentsarethemainbody.Itisnecessarytocombinetherolesofteacherswiththeinitiativeofstudents.Theleadingroleofteachersistodesignteachingcourseware,toselectsuitablemultimediamaterialsandtoguidestudentstolearnactively.Thestudents’initiativeistostudyhardandbeabletoanalyzeandsolveproblemsactively.Fourth,multimediaassistedteachinghasthecombiningaudiovisualandthinkingprinciple.InmultimediaassistedEnglishteaching,audiovisualandthinkingcannotbeseparated.ItrequiresEnglishteachersnotonlytoprovidestudentswithrichimagesunderthepremiseofmultimediaassistance,butalsotoexplainindetailsothatstudentscanunderstandthemeaningofit.Therefore,studentscangetmoreknowledgeandabilitiesoflisteningandspeaking.Finally,multimediaassistedteachinghasthefeedbackprinciple.Thefeedbackisthereactionbetweentheelementsinclass.Thefeedbackshouldbetimelyandaccurate.ThemostimportantrelationshipinEnglisheducationisteacher-studentrelationship[6].ThisprincipleallowsEnglishteacherstounderstandthestudents’learningsituationinatimelymanner.1.2ImportanceofMultimediaAssistedTeachinginEnglishClassofPrimarySchoolThemultimediahasbeenwidelyusedasaneweducationalmeansinbasiceducation.Forstudents,thecontentbroughtbymultimediatoclassroomteachingaccordingtoitspsychologicaldevelopmentcharacteristicsattractsstudents’curiosityandinterestinlearning.Andmakesstudentslearnknowledgemoreactivelysoastostimulatetheirinitiativeinlearningeffectively.Anyway,multimediaassistedteachinghaspromotedEnglishclassroominprimaryschool.Firstofall,themultimediacanbreaktheteachingaspectsintheprimaryschoolEnglishclassroom.Inthetraditionalteachingprocess,duetothelimitationsofmanualoperationandfield,thekeypointsanddifficultiesofknowledgeareoftendifficulttosolve.Becauseoftherestrictionofthesimplifiedway,thestudents’cognitionofknowledgecannotbeguaranteed,andthemodernmultimediateachingcanbettersolvethisproblem.Thebiggestadvantageofmultimediatechnologyistouseaudio-visualtechnologytoreproducethesceneandrestorethetruth.ItisespeciallytrueforcollegeEnglishforpracticalteachingpurposes.Usingmultimediatechnology,playingfilmclips,newsinterviews,narrativeexplanationsandsoon,canletstudentsintuitivelyunderstandthecorrectuseofwordsandgrammar,especiallythevoiceofpronunciationandintonation,onlythroughcontinuousobservationandimitation,canwegettheimprovementoforalEnglishlevel.Second,multimediaassistedteachingcanmakeEnglishknowledgeandstudents’lifelessdistance.TheemphasisinEnglishteachingisnolonger‘‘whatshouldteacherteach’’but‘‘howteacherscreatetheseconditionsinEnglishclassroomteaching’’.Theuseofmultimediaassistedteachinghascreatedconditionsforstudents.TheEnglishteachersshouldcombinemultimediaassistedteachingwithteachingpurpose,teachingcontentandteachingobjecteffectivelytocreatedifferentlivingbackgroundssothatstudentscanfeelthegapwithreallife.Third,multimediaassistedteachingcancombinethecharacteristicsofEnglishteachingandinformationtechnology.Itishelpfultoimprovestudents’learningenthusiasm.NoteveryonelikeslearningEnglish,whichisacommonnatureofthestudents.Now,Englishisstrictlyinaccordancewiththesyllabus,closedinboringtextbooksandmonotonousgrammarclasses,resultinginstudents’interestinlearningEnglishisdecliningdaybyday.Theuseofmultimediatechnologyinclassroomteachingcanmobilizestudents’thoughttolearnandstimulatethelearningmotivationandinterest.Inaddition,thegreatestadvantageofmultimediatechnologyistheuseofaudioandvideotechnologytoreproducethescene.Asanappliedsubject,Englishrequiresstudentstomakeappropriateandreasonableanswersinspecificsituations.ItisespeciallytrueforprimaryschoolEnglishwithpracticeasitsteachingpurpose.Teachersusemultimediatechnologytoplayfilmclips,newsinterviews,narrationandsoontoteach.Itenablesstudentstointuitivelyunderstandthecorrectuseofwordsandgrammar,especiallythepronunciationandintonationofthevoice.StudentscangettheimprovementoforalEnglishthroughcontinuousobservationandimitation.Inmultimediaassistedteaching,studentslearnthroughmediainformationsuchastext,graphics,videoandaudio.Itisthebestchoicetolearnknowledge.Therefore,Englishismoreacceptabletostudentswithavarietyofauxiliarytools.Forexample,manystudentsliketotalkaboutanEnglishfilm,andfeelboringaboutsimpleEnglisharticles.Therefore,theadvantagesofmultimediaassistedteachinginprimaryschoolEnglishclassroomarepotential.Itcanalsobringstudentsalotofthings,suchasinterestandmotivation.Ofcourse,itismoreimportantforteacherstoteachthestudents.Therefore,theadvantagesofmultimediaassistedteaching,butalsotheroleofteachers.Teachersshouldpreparefortheknowledgeofnewclassescarefully.Asweallknowthatinthetraditionalteachingmethods,thestiffblackboardandchalkoftenmaketheteachingactivitiesalsoappearboring,students’cognitionandacceptanceeffectisnotperfect.Andthemodernmultimediausesthemultimediaequipmenttoconcentratemanykindsofteachingmediainonebody,andusestherelatedmediatocarryontheteachingpracticeactivityflexibly.Fourth,multimediaassistedteachingcanchangethewayoflearningandcultivatestudents’learningenthusiasm.TraditionalEnglishteachingisteacher-centered,teachingmaterialsasthecontent,theroleofstudentsisnotclear.Englishteachersshouldfocusoncultivatingstudents’interestinEnglish[7].Therefore,mostoftheteachersmainlyuselectures,practiceasassistance,sothatstudentslearninlowenthusiasm,learninginitiativecannotbebroughtintoplay.However,multimediateachingcanmakestudentsmoreactiveintheirlearning.Itisbeneficialtostudents’understandingandlearningofnewknowledge.Inaddition,throughmultimedianetworkteaching,studentscanfacetheworldinformationplatformdirectlyandcollectthenecessarylearningmaterials.Theroleofteachersinthisprocessisthemanagers,organizersandlearningpartnersforstudentstoobtaininformationabouttherelevantteachingcontentonthenetwork.Forinstance,inlearning‘‘AudreyHepburn’’lesson,teacherscanguidestudentstofindalltheinformationaboutAudreyHepburn,includingtheirlife,styleandcharacter,engagedinacareer,playedmovies,influenceinthefashionindustryandsoon.Studentspresentthefoundinavarietyofways,suchasusingAudreyHepburnbiographicaldataasaresume;combiningthecharactersofafilmplayedbyanactorwithpictures,andpresentingandexplainingitonstage.Eachgroupofstudentshasatask,beforelookingforinformation,teacherscanprovidesomeEnglishwebsiteaddress,letstudentsusetheInternetsearchenginetosearchfortherequiredinformation.Students,drivenbynovelty,curiosity,andasenseofaccomplishment,aregenerallyabletofindrelevantinformationhappilyinthecontextofgroupcollaboration.Studentscangettheopportunitytoshowthemselves.Thesenseofachievementandprideisgreatlysatisfiedintheaffirmationofclassmatesandteachers,soastoencouragestudentstoinvestinnewEnglishlearning.Intheprocessofdemonstration,studentsgraduallyovercomethefearandshynessthathasalwaysexistedintheprocessoflearningEnglish,andkillmorewithonestone.Finally,multimediaassistedteachinghelpsincreasetheinteractionbetweenteachersandstudents.Teachersusesmultimediacoursewaretoshowknowledgepoints,whichismoresystematicandstructured.Therefore,thekeypointsanddifficultiesintheclassroomcanbeseenataglance,whichsavesvaluabletimeforclassroominteractionandextracurricularknowledgesupplement.Besides,multimediateachingtechnologyprovidesconditionsforinteractiveclassroom.Modernmultimediatechnologyfacilitatesstudents’discussionofinquirypropositions,promotescooperativelearningingroups,andencouragesstudentstoproposeindependently.Itispreciselybecauseofsharingdocuments,real-timecommunication,andothertechnicalconditionsthattheinteractionbetweenstudentsandteachers,andtheinteractionbetweenstudentsandstudentscanberealized.Inaddition,Englishteachersintheclassroomblackboardwritingworkloadisverylarge.Words,phrases,examplesoftenneedtobetaughttostudentsthroughtheteachers’blackboard.Thevaluabletimeinclassiswasted.Andinthemultimediateachingmode,thecoursewareusedbytheteacherisafinishedproductmadeinadvance,withouttheneedforprocessingonthespot.EspeciallyforEnglish,whichrequiresalargenumberofblackboardsubjects,theimprovementofitstimeutilizationrateisveryobvious,theimprovementofefficiencymeanstheincreaseofclassroominformationandtheexpansionofknowledgecapacity.Inthelimitedtime,theuseofmultimediateachingmeanscangivestudentsmoreopportunitiestounderstandmorerichknowledge,theclassroomtimehasbeeneffectivelyusedandextendedhere.Inaword,theinfluenceofmultimediaassistedteachingonprimaryEnglishclassroomisincalculable.2ApplicationofMultimediaAssistedTeachinginEnglishClassofPrimarySchoolAsweallknow,multimediacoursewarehasbeenatrendasanauxiliaryteachingmethod.EspeciallyintheEnglishclassroom,Englishteacherscanimprovestudents’initiativetolearnEnglish,letstudentsgetmoreknowledgeinasimplerway,andcultivatecountlessEnglishtalents,whichisamajorreformandinnovationinthecauseofeducationinChina.Multimediaassistedteachingbringsdevelopmentandvitalitytoprimaryeducationnowadays[8].Therefore,itisanimportantaspectinEnglishteaching.Firstofall,teachersshouldlearntousemultimediatointroduceclassroomteachingskillfully.Ifteachersdonotarousethestudents’interestinlearningatthebeginningoftheclass,itisalsoimpossibletoattractthestudents’attentionlater.Therefore,teachersshouldleadstudentstolearnactively.Forexample,displayingthevividmaterial,cancarryoutclassroomteachingflexibly.InexplainingsomeoftheEnglishwordsoffoodandanimals,teacherscandisplaythecorrespondingpicturesofthewordsmorevividlythroughmultimedia,sothatstudentscangetthedoubleexperienceofvisionandhearing.Therefore,itdeepensstudents’memoryofEnglishwords,thuspromotingstudents’initiativeinEnglishlearning.However,whenusingmultimediatoenrichandassistEnglishexplanation,teachersshouldabidebytheprincipleofmoderation,andshouldbalanceandcoordinatethetraditionalclassroomwiththenewclassroom,soastoavoidthedependenceandabuseofmultimedia.Second,teachersshouldsolvethedifficultiesandimprovetheefficiencyofclasslearning.Asalanguage,languageemphasisonitspracticalnature.Therefore,Englishteachersshoulddevelopstudentsinanall-roundway.Andtheapplicationofmultimediacoursewareinclasscancarryontheintuitivetranslationoftheabstractknowledgeinthebook,usethevideototeachstudents.Forteachers,teachersnolongerneedtowriteblackboardalltime.Ithasmoretimeforstudentstoexpandstudents’knowledgeandsolvethedifficulties,whichlightenstheburdenofteachersinclassandimprovestheefficiencyofclass.Atpresent,multimediatechnologyismainlyusedinteachinglinks,multimediameanscanbeusedinthegreatestextentthrougheverylinkbeforeandafterteaching.Forexample,learn‘‘Friendship’’newlesson,theteacheraskseachstudenttointroduceamovieorbookaboutfriendshipintheformofmultimediacoursewarebeforeclass,atthesametime,thecontentofthischapterissimplyexplainedtoprovidereferenceforstudents.Thetask-orientedapproachbringsstudentstotaketheinitiativetousemultimediatechnologytopreparefortheclassroom.Duringtheclass,selectsomestudentstodo‘‘Friendship’’themerelateddisplay,withpartofthevideomaterials,usingmultimediaequipmenttoexplainthecourseware.Attheendofthecourse,theteachercansharethecontentdisplayedintheclassandtheafter-classexercisesontheclasschatroomorcloudsharingplatform.Studentscanreviewthemselvespertinentlyanddiscusstherelatedtopicsfreely.Therefore,studentscanlearnindependentlyandcommunicatewiththeirclassmates.Theroleofteachersisnolongerthesourceofknowledge,itistheassistantoflearning.Third,Englishteachersshouldpayattentiontopractice.ThesubjectofEnglishistobeappliedtopractice,butuseitinawrongway.ThenlearningEnglishbecomesdumbEnglishsothatitsfunctionlost.Therefore,itisnecessarytosummarizegrammarinclass.Englishteachersteachknowledgeshouldstrengthenstudents’grammarpractice.Inaword,i