多媒體在小學英語故事教學中的運用

IntroductionWhatismultimediatechnology?Howtodefinethemultimediatechnology?Thisiswhatwewanttousethecomputertoprocess,andbycontrollingthetext,graphics,sound,imagesandothercomplexinformationtogether.Bycombiningthestudentsinteaching,teachersandmultimediatechnologytogether,intheusualimplementationofourteachinglife,teachersdailyteachinginformation,thestudentsastherecipientofteachers'dailyteaching,atthesametimethemultimediatechnologyanddailyteachingisatoolofteachinginformation,istheschoolteachersandschoolstudentscommunicatewitheachotherteachingandlearningbridge.IntheseniorgradeEnglishstoryteachinginprimaryschoolEnglishstoryteaching,theEnglishtextbookshavealargecapacity,alonglength,involvingalargenumberofstrangewords,sentencepatterns,andculturalbackgroundknowledge.Inteaching,studentsareeasytoappearpolarization,excellentstudentsdonothaveenoughtoeat,anddifficultstudentscannotlearn.WiththeapplicationofthesetechnologiesandmultimediainEnglishstoryteachingeveryday,inordertoimprovechildrenandstudents'interestinlearning,maketheirdailylifecolorful,andimprovestudents'abilitytouseEnglishandoralEnglishability.Appropriateuseofmultimediateachinginteaching,allkindsofsomeinformationintroducednaturallytointroducetheteachingactivities,finallybecomeagreatprimaryschoolEnglishstoryteachingclassroomstructure,maketeachingmoresituational,interestingandinteractive,teacherscanmakefulluseofmultimediatoexploresituation,letthestudentstaketheinitiativetolearn,activelyparticipatein,stimulatethestudents'innovativethinkingability.Butinthisprocess,teachersshouldnotignoretheirowndominantposition,morecannotletthemselvesgototheone-sidedtopursuetheclassroomcapacity,mustbebasedontheactualsituationofstudents,accordingtotheactualsituationtoimprovesomesituationsofmultimediaefficiencyteaching.Environmentaldesignstrengthensthe"learning"environmentdesign,togivethemalearningenvironment,soastoachievetherealgoalofsegmentedlearningandpersonalizededucation.Weshouldgivefullplaytotheadvantagesofmoderneducationaltechnologyandfullypromotethetransformationoftheteachingprocess.Inotherwords,teachersbecomemasters,andstudentsturnpassivityinto"initiative",usingthemediaasalearningtool.2TheadvantagesofmultimediatechnologyinprimaryschoolEnglishstoryteaching2.1Arousestudents'interestinlearninginteachingIntheusualclasstodevelopstudents'interest,fullytomobilizetheenthusiasmofstudentstolearn,letthestudentsalwaysinastateofexcitement,inordertohaveagoodclass.Aslongasstudentshaveaninterestinlearning,willstudyseriously,interestedinproduction,willdoseriously;interestedinexploration,willthinkseriously,andfinallygetgoodresults."Inthezoo"thislesson,studentssoonlearnedpartofthewords,suchastier,lion,fox,dolphin,bear,elephant,snakes,etc.,withbeautifulmusic,studentslikewiththeteacherintothewonderfulzoo,thestudentssawalotoffunanimals,studentsareinterestedinanimals,studentsinthecaseofthisvirtuallookwhilelearning,unconsciouslywill,andsomestudentsevenwanttoshowthemselves.2.2Solvethedifficultiesintheteachingmaterials,highlightthekeypoints,andimprovetheteachingefficiencyTechnologyusedinEnglishlearningcanmobilizetheenthusiasmofstudents,andgivefullplaytothemainroleofstudents.Itexpandstheideologicalspaceofstudentsandimprovesstudents'interestinlearning.Theneedsofstudentsatdifferentlevelsaredifferent.Youcanalsotransferthecontentofthecoursewaretothecampuswebsite,sothatstudentscanstudyindependentlyatanytimeafterreturninghome.Multimediatechnologyisnowakindofteachingaid,comparedwiththetraditionalblackboardteaching,hasgreatadvantages,itprovidessufficientinformation,improvethespeedanddensityofinformationtransmission,density,withitsuniqueanimation,words,tone,imagesandotherfunctions,maketheteachingcontentsimple.Theteachingofmultimediatechnologyenablesstudentstoanalyze,compare,summarizeandotheractivitiesintheperceptualtime,andeventuallybecomesaconceptandlaw.Teachersusemultimediacoursewaretoteach,turningabstractwordsintolivelyimages,whichattractsstudents'attentionandmaintainstudents'attention,sothatstudentscanlearnbetter.Letthestudentsusethepicturetounderstandthecontentofthelearning.Atthesametime,playtheanimationonthemultimedia,letthestudentslookatthepicturesandlearn,andthenfindoutsomeoftheirownproblemsthroughcomparison,andguidethestudentstothinkandsummarizethemeaningofthewordswithmorefrequency.Throughmultimediateaching,studentscanlearnhappilyinahappyatmosphereandintheprocess,letstudentsbecomethesubjectofinformationlearning.Finally,Iwillshowagoodpicturereadingandspeakingpracticetoconsolidatethemasteryofknowledge.Forexample,inthesparetime,studentsandstudentscancommunicatethroughvividandrealcommunicationbetweenstudents.Peopleinteractincertainsituations,Forexample,studentswereonceinterestedinaverse,Oftenrecite,:Lionsarebig,catsaresmall.Monkeysareshorts,Pandasarefat.Ilikethem.Thentheotherstudentthenrecited:Hereisamonkey,amothermonkey.Hereisamonkey,ababymonkey.Thisanthropomorphicimagedialoguebetweentheanimals,Letthestudentscansay,bewillingtosay.2.3Createalearningatmosphereandstimulatestudents'innovativethinkingInapleasantsituation,thestudentswillshowthepsychologyofpersonality.Atthesametime,theintelligencecanbefullyplayed,andthecurrentmultimedia,canfullycreateagoodteachingenvironment,sothatstudentsintheconcentrationtostimulatephysicalandmentalpleasure,andfinallygivefullplaytothestudents'innovationability,getthebestinnovation.WhenteachingChristmasthislesson,thechildren'scognitionofChristmasisveryabstract.Atthistime,IwillsearchsomeforeignvideosofChristmastimefromtheInternet,andthestudentscanfeeltheminthevividpictures,sothatitwillbeeasiertolearn.Isalsoainordertocultivatethinking,weshouldnotbebornnotonlyintheclassroomtocreateanequalitywithapositiveattitudeandthedevelopmentofthestudents,letstudentsshouldnotonlyalsobelievethatstudentsintheclasscreatehealthyparametersofathornoffun,moresubjectlearninginterestatthesametimetheyalsoacceptoreducationistype.Onlyinthiswaycanthestudentsbefullofconfidence,sothatIcanalsohaveagoodpsychologicalqualitywiththecouragetolearn,andthechildrenwillcreatemoremiracles.Multimediacoursewarecanmakestudentstoactivelyparticipateinteachingactivities.Forexample:teachwhenthewordcolor,canusemultimediacomputertechnologytomakeacourseware,thecolorofwordsandsmallanimalwordtogether,letdifferentcolorsrepresentdifferentanimals,letthestudentslistentosoundtoguesswhatis,andthentoguessthecolorofanimals,finallyhitthewords,letwordssaydifferentcolors,finallyletthestudentscoloringandreadagain,finallythroughthechildrenpractice,soonlearnedtoexpresscolorinEnglish,fullyimprovethelearningefficiency.2.4Arousestudents'desireforknowledgeIntheprocessofclassroomteaching,teachersguidethewayofstudentstosolvevariousproblemscontinuously,andthenexplorethesolutionstovariousproblems,improvestudents'interestinlearning,activetheclassroomatmosphere,arouseeveryone'sdesireforknowledgetoshare,andfinallyachievethebestteachingresults.Multimediashowsthevariouslinksinthewholeteachingprocessfrombeginningtoend,throughvividgraphicanimation,letstudentsaremoreinterestedinlearning.UsuallyusecoursewaretoplaysomeEnglishcartoons,tocreateanaturalenvironmentforstudentstolearnEnglish,usuallyundertheinfluenceofthisenvironment,unconsciouslycultivatestudents'interestinlearning.Inthisprocess,somewonderfulpicturesletstudentslearnvocabularyandsentencesindependently,andfinallyachieveaneffectofgettingtwicetheresultwithhalftheeffort.Intheprocessofteaching,usemultimediatoplaysomeoriginalEnglishsongs,letthestudentslistentolearn,andwithsomelivelypictures,studentswillinvoluntarilyfollowthesingingintheprocessofappreciation.2.5Itisconducivetopromotingteachers'self-improvementInmyopinion,Englishteachersmustcontinuetogotoschooltolearn,demandfalsenewcontent,teachingknowledgealsoneedstoconstantlyupdatenewknowledgeandexpandnewknowledge.Thefinalreflectionofdailylearningistheneedsoflife.Thisrequiresteacherstolearnmorecomputerknowledge,makeexcellentcoursewareandselectgoodnetworkresourcesability,scientificallydesignsometeachingprocessofeachclass,andfinallyuseusasatooltoplaytheadvantagesofmultimediateachingandmultimediatechnicalteachers.Studentscanalsomastermultimediacanaccessinformation,cangotothelatestandbestillustratedtextbooksto"teachingstudentsinaccordancewiththeiraptitude",sothatthepurposetoimprovethequalityofteachingofanactivityandinfluence.TheuseofmultimediatechnologyinprimaryschoolEnglishstoryteachingismeaningful,whichisconducivetothecreationofEnglishlearningatmosphereforEnglishstoryteaching,theimprovementofdifficultiesinteaching,andtheabilityofinnovativethinkingtocultivatestudents.Atthesametime,technologyenablesteacherstoteachandimprove.3TheprincipleofpayingattentiontotheuseofmultimediatechnologyinprimaryschoolEnglishstoryteachingTheteachingofmultimediamakesthecontactwithhimbecomeefficientandshouldalsobenoted.Itputssomeimagesandotherthingsintheoppositecomplextogether,fullycontinueyoutostimulatethestudentsoneafteranotherlink,mobilizetheenthusiasmofthestudentswhodrinktoomuch.Propermediatechnologycanmakelearningeasier,butifitisnotusedproperly,itwillcertainlymaketheteachingeffective.Multimediateachingisintuitive,image,so,theuseofmultimediateachingwork,usuallysomedailycolorfullifeshouldfollowthefollowingprinciples:3.1theprincipleofthegoalIfyouignorethemodernteachingobjectivesintheclassroom,inordertousemultimediatoteach,itwillonlymaketheclassroomappearemptyandflashy,simplyinordertoattractattention,sothatsomechildrencannotfinishtheteachingorso.InthecourseofprimaryschoolEnglishstoryteaching,ifjusttoshowstudentssomeanimations,videos,etc.,itisstilllikestudents'attention,butnotveryimportant.Thedisadvantageofdoingsoistoignorethecultivationoflanguageability.Isthereasontousemultimediainteaching,inordertoimprovetheteachingquality,optimizetheteachingprocess,inuseoruncertain,toclear,nottousemultimediaanduse,fromthebigway,toimplementqualityeducation,fromchildhood,thepurposeistoeachclassteachingcontentteachinggoal,so,intheprocessofteachingshouldknow:tousemultimedia,teachingfortheserviceofteachersandstudents,nottoblindlytousePPT,toplayvideo,recordingandotherformsofdifferentmedia.3.2theprincipleofmoderationPayattentiontotheprincipleofmoderationwhenusingdifferentmultimedia.Multimediahasavarietyofdifferentforms,manychoices,andthecharacteristicsofvariousformsofexpression.Intheuseofmultimediateachingteachersmustpayattentiontothechoiceofcourseware,taketheessencetodiscardthedross,notasthemultimediaasavarietyofmediamessysuperposition.Teachersshouldchoosetheformsuitablefortheirownteachingperformanceaccordingtotheneedsofteaching.Forexample,intheprimaryschoolEnglishclass,weshouldalsopayattentiontotheemotionalcommunicationbetweenteachersandstudentswillbegreatlymissing,iftheinteractionbetweenteachersandstudentsdecreases,thefinaleffectisnotgood,andeventuallybecometeachersplay,students"watchtheplay",multimedia"acting".3.3BasicprinciplesTheprincipleofinterestmeanstogivefullplaytotheadvantagesofmultimediaintegratingaudio,videoandaudio,anddesigninfectiousmultimediacoursewareinlinewiththecharacteristicsofstudentstocultivatestudents'interestinlearning,cultivatestudentstolearnintuitiveteaching,sothatstudentscanuseavarietyofsensestosenseinformationandunderstandinformation.Whenusingmultimedia,weshouldalsofollowsomebasicprinciples,mainlyincludingtheprincipleofinterest,theintuitiveprinciple,andthe"changeable"principle.Thisisconducivetocultivatingstudents'observationability,understandingabilityandsoon.Theprincipleof"variability"referstotheflexibleuseofvariousteachingmethodsandtheuseofmultimedia,ratherthantherepeateduseofthesameteachingmethod,whichiseasytomakestudentstired,andisnotconducivetolearning.4ThereareproblemsintheapplicationofmultimediatechnologyinprimaryschoolEnglishstoryteachingclassroomandcountermeasures4.1TheproblemsofusingmultimediainprimaryschoolEnglishstoryteachingTheuseofmultimediatechnologyprimaryschoolEnglishstoryteaching,greatlystimulatetheinterestbetweenstudents,toourteachingprovidesveryconvenient,furtherimprovetheefficiencyofthestudents'learning,alsofurtherincreasetheteachingcapacity,butbecauseoftheuseofmultimediaisgood,soalsoappearedalotofproblemsintheteaching.4.1.1ItweakensthecommunicationbetweenteachersandstudentsandignoresthedominantpositionofteachersTeachersguidestudentsthroughtheirpersonalaccomplishment,charm,language,anduseaseriesoflanguageevaluationandmanyotherthingstoguidestudents,sothatstudentsdonotparticipateintheclassroomlearning.Peoplesaythatteachingisaprofoundart,teachersclassroomeveryclass,teachingisthedisseminatoroftheprocessofinteractionbetweenteachersandstudents.Thedirectcommunicationbetweenteachersandstudentsisalsoatimelycommunication.Teacherscanguidestudentsaccordingtotheactualsituation,observestudents,face-to-facecommunicationbetweenteachersandstudents,isconducivetopromotingtherelationshipbetweenteachersandstudents.Intheteachingprocessofmanymultimediacourseware,someteachersrelytoomuchoncourseware,refusetocommunicatewithstudents,teachersnolongerplayaleadingrole,theuseofmultimediahasbecomeakindofrestrictteachers'teaching,butalsorestrictstudents'abilitytolearn.Students'thinkingcannotbedivergent,canonlybecompletelyguidedbythecontentofthecourseware,cannotthinkindependently,moststudentsarenotwillingtothink,lackofindependentthinkingability,alsohavenoimagination.Theclassroomseemstobeveryactive,butIactuallylearnednothing.Infact,theteacherfinallybecomestheprojector,thestudents'initiativeandcreativityareallremoved,andtheteacher'sdominancefinallybecomesthatitisdifficultforstudentstounderstandeveryday,andfinallytheycannotdigesttheknowledgelearnedinclass,withoutanyresults.4.1.2IgnoringthedominantpositionofEnglishinstudents'learningMultimediacoursewareisoftendesignedaccordingtotheteacher'sidea,butteacherspaymoreattentiontomultimediaincoursewarefreshness,butnoattentiontotheideaofstudents,somethingsstudentsarenotunderstand,causetheyhavebeenpassivelearningnotinterestedinordon'tunderstandthings,communicationbetweenteachersandstudents,timehasbecomecold,aclassofteachingcontent,studentsrarelyhavetheopportunitytospeakEnglish,inthelongrun,studentsarenotwillingtocontinuetolearnEnglish,finallyuselanguageabilitycannotbeimproved.StudentsalwaysreadEnglishstories"moreandhearless".ThisisadrawbackoflearningEnglishforalongtime.Asweallknow,thelearningofEnglishstoriesisonlyachievedbyregularlong-termoralpractice.Languagelearningrequirescultivatingstudents'differentapplicationabilities,includingspeaking,listening,reading,andwriting.InthestudyofEnglishprimaryschoolstudents,itisthemostimportantthingtocultivatethestudents'abilityto"speak".4.1.3RelyingtoomuchonmultimediaanddilutethemainteachingcontentAlthoughthecurrentmultimediateachingcoursewarecanmaketheteachingvividandconcrete,morevivid.However,someteachersjustblindlypursuetheclassroomteachingprocessinteaching,toomuchabuseofmultimediateaching,didnotconsiderwhetherthesesituationshighlighttheteachingfocusofsomeancientpuppetohcontent,whetherinlinewiththestudents'ownunderstanding.Finally,thesecanonlyinterferewiththestudents'attention,andthereisnogoodhelpforthestudentstomastertheknowledge.4.2TheapplicationmethodofmultimediainprimaryschoolEnglishstoryteachingInordertomakebetteruseofmultimedia,trytomakesomeadvantagesofmultimediainteaching,butalsoinordertoreducesomeproblems,IhavethefollowingsuggestionsformultimediainprimaryschoolEnglishstoryteaching.4.2.1AttachimportancetothedominantroleofEnglishstoriesinstudents'learningWhenusingmultimediateaching,itiseasytoappearcomplexteachingforms,toomuchteachingcontent,teachingspeedistoofast,avarietyofproblems,inordertoavoidtheseinteaching,teachersmustalwayspayattentiontostudentsarethemainposition.Allteachingactivitiesareforchildren.Whenusingmultimediateaching,weshouldrememberthesubjectpositionofstudents'Englishstoriesandputthisideainmultimediateaching.Alwayspayattentiontothestudentsastheteachingcenter,nottoomuchdependenceonmultimedia,astheteachingcenter.Weshouldrememberthatmultimediaisonlyatoolusedinauxiliaryteaching.Weshouldnotrelyonmultimediainourdailyteaching.4.2.2EnhancetheinteractionbetweenteachersandstudentsIntheprocessoftheuseofmultimedia,teachersaccordingtothespecificsituationofstudentstofindandchoosethesuitableneedsofstudents,forstudents'beneficialteachingcontentandmultimedia,nottheabuseofvariousmultimedia,whichalsorequiresteacherstopaymoreattentionintheprocessoflessonpreparationeveryday.Usuallyusetrainingstudents'ability,listening,speaking,readingandwriting,alwayspayattentiontothestudents'classroomperformance,maketimelyevaluation,suretheprogressofstudents,pointsoutthatsomeproblemsofthestudentsatordinarytimes,thecommunicationandinteractionbetweenteachersandstudentshaveincreased,andstudentslikefriendssostudentslearningenthusiasmwillfullymobilize,improve,butalsoconducivetothestudents'learningprogress.4.2.3PayattentiontotheteachingbehaviorandcontentTeachersshouldhavecontinuouslearning,constantlyimprovingthemselves,andthewilltoconstantlyworkhard,sothattheycandoit,sothatstudents'Englishabilitywillhavegreaterprogress.Atpresent,manyteachersusemultimediaforteaching,andwegenerallyusemultimediacourseware.Thisisalsoafulltestofteachers'computeroperationtechnology,theabilityofresourceintegration,theproficiencyofcomputeruse,andothermoderntechnologymastery,teachersshouldremembertostrengthentheirownlearningability.Secondly,whenmakingcoursewareatordinarytimes,teachersmustalsopayattentiontosomecoursewaremustbethecontentisinlinewiththecharacteristicsofstudents'age,learningthecharacteristicsofstudents.Whenusingmultimediatoseethecourseware,wemustpayattentiontograspthedifficultpoints,experiencethedifficultpoints,deeplyexplore,notblindlyalltheknowledgeonthebooksmustbecopiedtothecourseware.Mustlearntobeflexible,Atthesametime,everyteachershouldpayattentiontotheformandtheuseofstrategiesintheusualteachingprocess,Suchasusingthefullandeffectivecombinationofimagesandtext,Audioanimationuse,etc.,Tomaketheclassmorevivid,Morelively,Theclassisalsoveryinteresting,Whilestimulatingstudents'interestinlearning,Ontheotherhand,italsoencouragesstudentstostudytogether,Atthesametime,wealsopayattentiontotheinterestofthecourseware,But,ontheotherhand,Andcannotdeviatefromtheknowledgeofthetextbook,ForstudentstolearnEnglishinarelaxedandhappyatmosphere,Usemultimediatoshapethesituationoflisteningandspeaking,Sothisimprovestheabilityofourteachers,Everyonehadfurtherdemands,Teacherscanalsomakeprogressanddevelop.

ConclusionUsemultimediatechnologyintheprimaryschoolEnglishstoryteaching,tosolvetheEnglishtextlonger,therearealotofstrangewords,hasal