On-the-Proper-Application-of-Multimedia-in-Junior-High-School-淺談多媒體在初中英語(yǔ)教學(xué)中有效利用

OntheProperApplicationofMultimediainJuniorHighSchool多媒體在初中英語(yǔ)教學(xué)中的合理利用AbstractInChina,thegovernmenthaspaidmuchmoreattentiontotheEnglisheducationinhighschoolthananytimeinthepast.Althoughthegovernment,students,parents,teachersandresearchershavespentalotoftimeongettinghigherscores,studentsgainafewpracticalskillsandhavepoororalEnglishinfact.Inrecentyears,themultimediahasbeenfrequentlyusedintheareaofeducationespeciallyinEnglishteaching.ManyeducatorsandresearchershavediscussedandresearchedthepossibilityofusingmultimediainEnglishteaching.Innowadays,multimediaequipmentsarefrequentlyinstalledandusedinalmostallschools,eveninruralareas.Thisthesisismakingefforttoexplorehowtocreateabetterlanguage-teachingenvironmentbyaidsofmultimediatechniqueinjuniorhighschoolandfindsomewaysofimprovingtheteachingefficiency.ThethesiswillfirstpresentthetheoriesthatassisttheapplicationofmultimediainEnglishteaching.Inthesecondpart,theconditionsandsignificanceofusingmultimediainjuniorhighschoolEnglishteachinginChinawillbediscussed.Inthethirdpart,thethesiswillfocusonthenegativefactorsontheapplicationofmultimedia.Andthelastpartisprovidingsomesolvingways.Keywords:MultimediaApplication;TeachingEfficiency;JuniorHighSchool摘要隨著我國(guó)英語(yǔ)教學(xué)的進(jìn)一步發(fā)展，政府部門對(duì)中學(xué)英語(yǔ)教學(xué)投入很大的關(guān)注。雖然政府、學(xué)校、家長(zhǎng)、學(xué)生都在為英語(yǔ)成績(jī)的提高而努力，但英語(yǔ)教學(xué)效果卻差強(qiáng)人意。在這樣的情況下，教育者和研究者提出將多媒體技術(shù)運(yùn)用到英語(yǔ)教學(xué)中，多媒體教學(xué)能夠充分運(yùn)用情感因素，激發(fā)學(xué)生學(xué)習(xí)興趣和內(nèi)在學(xué)習(xí)動(dòng)機(jī)，促進(jìn)學(xué)生學(xué)習(xí)英語(yǔ)的積極性，從而提高英語(yǔ)教學(xué)效果。本文首先介紹了多媒體技術(shù)，多媒體教育以及它的理論依據(jù)及原則，接著介紹了多媒體技術(shù)在初中聽(tīng)、說(shuō)、讀各種英語(yǔ)教學(xué)活動(dòng)中的運(yùn)用，在此基礎(chǔ)上分析出多媒體在初中英語(yǔ)教學(xué)中的意義和優(yōu)點(diǎn)以及教師運(yùn)用多媒體的誤區(qū)，最后針對(duì)誤區(qū)提出了一些實(shí)踐運(yùn)用多媒體在初中英語(yǔ)教學(xué)中的建議。關(guān)鍵字：多媒體應(yīng)用；課堂效率；初中英語(yǔ)ContentsTOC\o"1-3"\uAcknowledgments iiAbstract iii摘要 ivContents vIntroduction 11.TheoreticalFramework 31.1ThetheoriesoftheNationalEnglishCurriculumStandards 31.1.1Theprincipleofquality-orientededucation 31.1.2Theprincipleofstudent-centeredmodel 31.1.3Theprincipleofoptimizinglearningresources 41.2ThetheoryofCAI 42.TheApplicationofMultimediainJuniorHighSchoolEnglishTeachingandItsSignificance 52.1TheapplicationofmultimediainjuniorhighschoolEnglishteaching 52.1.1MultimediaapplicationinEnglishlisteningandspeaking 52.1.2MultimediaapplicationinEnglishreading 62.2TheSignificanceofMultimediaApplicationinJuniorHighSchoolEnglishTeaching 72.2.1Thesignificanceforstudents’learning Tochangestudents’roleinEnglishlearning Tovisualizeabstractthingsandtoimprovestudents’comprehensiveabilities Toarousestudents’interests 82.2.2Thesignificanceforteachers’teaching Tochangeteachers’roleinEnglishteaching Tomakethelessonmoreinterestingandlively Toincreasethelessoncontentsandtosolvethedifficultypointsbetter 103.TheNegativeFactorsontheApplicationofMultimedia 113.1MisusingofmultimediainEnglishteaching 113.2Neglectingstudents’leadingfactorinlearning 113.3Presentingtoomuchinformationandknowledgeinalesson 123.4Relayingtoomuchonmultimediaandneglectingteachers’guidingrole 124.SomeWaystoImprovetheUsingofMultimediainJuniorHighSchoolEnglishTeaching 134.1Multimediaapplicationinappropriatetime 134.2Avoidingtoomuchinformationinalesson 134.3Avoidingtoomuchstimulatingmaterials 144.4Emphasizingstudents’mainroleinlearningEnglishandteachers’guidingpositioninteaching 14Conclusion 15References 16IntroductionInOxfordAdvancedLearner’sEnglish-ChineseDictionary,thedefinitionofmultimediais“usingsound,picturesandfilminadditiontotextonascreen”（A.S.Hornby，2009:1317）.AndwecanfindamorecomplexitydefinitionontheInternet,“Multimediaismediaandcontentthatusesacombinationofdifferentcontentforms.Multimediaincludesacombinationoftext,audio,stillimages,animation,video,orinteractivitycontentform”（/wiki/Multimedia）.ThedevelopmentofmultimediabasesonthedevelopmentandenrichmentofmoderninformationtechnologyandsomeEnglishteachingtheories.Multimedianotonlyawordrelatedtosciencebutitalsoamediumthatismoreandmorefrequentlyusedincommonpeople’sdailylife,andwemaymeetitinmanyplaces.Wecanfindtheapplicationofmultimediainvariousareasinourdailylifesuchasadvertisements,art,education,entertainment,business,scientificresearch,medicineandsoon.Thatmakesourlifemorecolorfulandmuchmoreconvenient,sothesignificanceofresearchingmultimediaapplicationcannotbeignored.InChina,thegovernmenthaspaidmuchmoreattentiontotheEnglisheducationinhighschoolthananytimeinthepast.Althoughthegovernment,students,parents,teachersandresearchershavespentalotoftimeongettinghigherscores,studentsgainafewpracticalskillsandhavepoororalEnglishinfact.SomepeopleholdtheviewthatEnglisheducationtodayhasgoneintoaviciouscircle,soteachersandeducatorsaredevotingtofindabetterwaytoteachEnglishinascientificwayandtodevelopstudents’practicalabilitiesofEnglish.Inrecentyears,themultimediahasbeenfrequentlyusedintheareaofeducationespeciallyinEnglishteaching.ManyeducatorsandresearchershavediscussedandresearchedthepossibilityoftheuseofmultimediainEnglishteaching.Innowadays,multimediaequipmentsarefrequentlyinstalledandusedinalmostallschools,eveninruralareas.Thepossibilitiesforlearningandinstructionarenearlyendless.Someresearcherssaid:“Learningtheoriesinthepastdecadehasexpandeddramaticallybecauseoftheintroductionofmultimedia，severallinesofresearchhaveevolved(e.g.cognitiveload,Multimedialearningtheory)”（ChenJiangxi，2009）.Therefore,innowadays,theproblemswemeetarenotthepossibilityofusingmultimediaineducationareabuthowcanwemakebestuseofittoimprovetheteachingefficiency.Withthedevelopmentoftechniquesandmoderneducation,thecurrentproblemsteachersmeetinthemultimediaapplicationinEnglishteachingarehowtousemultimediaproperlyinEnglishclassesandhowtomaximizeeffectivenessofmultimediainEnglishteaching.Thisthesisismakingefforttoexplorehowtocreateabetterlanguage-teachingenvironmentbyaidsofmultimediatechniqueinjuniorhighschoolandfindsomewaysofimprovingtheteachingefficiency.ThethesiswillfirstpresentthetheoriesthatassisttheapplicationofmultimediainEnglishteaching.Inthesecondpart,theconditionsandsignificanceofusingmultimediainjuniorhighschoolEnglishteachinginChinawillbediscussed.Inthethirdpart,thethesiswillfocusonthenegativefactorsontheapplicationofmultimedia.Andthelastpartisprovidingsomesolvingways.1.TheoreticalFrameworkAsitisthefirstpartofthepaper,sometheoriesthatassisttheapplicationofmultimediainforeignlanguageteachingwillbeputforwardtosupportthethesisstatement.TheyaretheTheoriesoftheNationalEnglishCurriculumStandards(TheMinistryofEducation,2011)andtheoriesofCAI.1.1ThetheoriesoftheNationalEnglishCurriculumStandardsTherearemanybasicprinciplesfortheNationalEnglishCurriculumStandardsforNineyearsCompulsoryEducationandtheyprovidetheoreticalsupportformultimediaapplication.Theseprinciplesaredifferentfromthetraditionalsyllabusinmanyparts.1.1.1Theprincipleofquality-orientededucationThebasicaimoftheNationalEnglishCurriculumStandardsistoeducateallstudents,andemphasisquality-orientededucation.Thenewstandards“takecareofstudents’affectiveneedsaswellasotherneeds”(WangQiang,2006:42-43).Theapplicationofmultimediacanstimulatetheirinterestsinlearning,helpthemhaveanaudio-visualoftheteachingcontents,anditcanreducethedifficultyoflearning.Thatcanhelpstudentsexperiencethesenseofknowingandtheycangainself-confidenceinthisprocess.Therefore,theobjectivetodevelopstudents’comprehensiveabilityinusingEnglishlanguagecanreacheasily.Thegreatvarietysourcesofmultimediasuchaspictures,sounds,andimagescancultivatestudents’culturalsense,developtheirpracticalskills,andcultivatetheircreativespirit.1.1.2Theprincipleofstudent-centeredmodelTheNationalEnglishCurriculumStandardschangedtheteacher-centeredteachingmodeltostudent-centeredmodel.Thechangeoftheroleinlearningandteachingshowsthesocialtrendofrespectingstudentsandtheirdifferences.Whenteachersusemultimediainteaching,theynotonlyjustusewords,textsandblackboardtoteachknowledge,butalsousedifferentsourcestoarousestudents’interests.Itreflectsthefactthatteachersrespectstudents’differencesandtheyteachbasedontherealfactsofstudents.Studentshavemoreopportunitiestoexpressthemselvesbyusingthetargetlanguagetheyarelearningwhenteachersusingmultimediainclass.Usingmultimediainclasssuitstotheprincipalofstudent-centeredmodel.1.1.3TheprincipleofoptimizinglearningresourcesTheNationalEnglishCurriculumStandardsrequiresthatteachersshouldtakeadvantageofallresourcestheycangetandoptimizelearningresourcesandteachingmethods.Multimediacoursewarecancombinedifferentcontentformsandresourcessuchastext,audio,stillimages,animation,video,orinteractivitycontentforms.Alltheseresourcescontributetostudents’understandingandlearning.Theapplicationofmultimediabyteacherscanproviderichandinterestingresourcesthatarepractical,lively,newlytostudents.Inthelearningprocess,studentshavemoreopportunitiestotakepartinactivitiesandusethetargetlanguagetheyarelearning.Sotheapplicationofmultimediasuitstheprincipalofoptimizelearningresources.1.2ThetheoryofCAIThedevelopmentandapplicationofmultimediafollowedwiththerapiddevelopmentofcomputertechniquesandinformationtechnology.Computer-assistedinstructionisshortforCAI.CAItechnologywaswidelyacceptedintheteachingarea,anditsinfluenceisbecomingmoreandmorewideanddeep.MostofthenationshaveincreasedtheirinvestmentstodevelopCAItechnologyduetotheextensiveuseofinformationtechnologyinvariousfieldsinthesociety.Inthesametime,theinputofcomputertechnologyineducationareaisincreased.Modernpsychologyexperimentsshowedthatinteachingprocess,theuseofvoice,imagesandvideosinmultimediacoursewarecanmobilizestudents’eyes,ears,mouth,handsandothersenseorganstoparticipateinlearning,andtokeepthebrainclear,thatcancreategoodconditionsforstudentstocompletelearningtasks.Manyresearcheshavedone,and“Researchhasshownstrikingimprovementsinmanytypesofmemorytaskswhenpeopleareaskedtovisualizetheitemstoberemembered”(HouXiaoning,2012).Usingmultimediatechnologyintheclassroom,thesound,imagesandotherinformationcandirectlystimulatethestudents’auditoryandvisualsense,andthatcanstimulatethestudents’thinking,encouragestudents’perceptionandmemory,anddeepentheirsensitivethinkingandimagination.CAI(Computer-assistedInstruction)asthemostdistinguishedscienceandtechnologyusedasamodernteachingtooliswidelyusedineducation.IntheenvironmentofinformationtechnologyandtheabundanttheoriesofCAI,theapplicationofmultimediacanberesearchedfurther.2.TheApplicationofMultimediainJuniorHighSchoolEnglishTeachingandItsSignificance2.1TheapplicationofmultimediainjuniorhighschoolEnglishteachingEducationisaprocessofcultivatingpeoplebasedontheneedofsociety.Therearethreeelementsinthisprocess:educators,studentsandeducationmeasures.Amongthethreeelements,educatorsleadaguidingpositionwhilestudentsarethemainpartoflearningandeducationmeasuresplayanimportantrole.TheteachingobjectiveofjuniorhighschoolEnglishistocultivatestudents’comprehensiveabilityofusingEnglishincludingspeaking,listening,reading,andwriting,thatwillenablestudentstohavethebasicabilitytouseEnglishasatoolintheirlifeandworking.Thenecessityofresearchingapplicationofmultimediaispositiveforitisapartofeducationmeasures.Multimediaisatechnologycarryingandtransferringteachinginformationbetweenteachersandstudentsanditcanaffecttheircommunicationtorealizeteachinggoals.Duringtheteachingprocess,wecansaythatthereisnoeducationwithoutinteraction,sothemultimediaapplicationcanrealizeandenhancetheeffectivenessofinteractionbetweenteachersandstudents.Inthispart,IwillfocusontheapplicationofmultimediaindifferentpartsofEnglishteachinginjuniorhighschool.2.1.1MultimediaapplicationinEnglishlisteningandspeakingSpeakingandlisteningaretwomainpartsandbasecomponentsofEnglishteachingandlearning.Theyhavesomedifferencesaswellassimilarities,butinsomewaystheirrelationshipisverycloseduringEnglishteaching.Ontheonehand,listeningisanimportantcomponentoftheEnglishlanguageteachingandlearning,itprovidespreparationsforotheractivitiesincludingspeaking,readingandwriting.Ontheotherhand,speakingisasimportantaslisteningfor“theultimateaimoflearningEnglishistoenablestudents’havetheabilitytocommunicatewithothers”(H.D.Brown,2002)inEnglish.Thatistosay,studentsmusthavetheabilitytospeakEnglishonthebaseoflistening.Soweshouldconsiderteachingspeakingandlisteninginthesametime.Andhowtousemultimediaintheprocessofteachinglisteningandspeakingshouldbeclarified.UsingmultimediainEnglishlisteningandspeakingteachinghasmanyadvantagesasfollowsforitisaprocessofinteractionandmutualpromotion.ThefirstoneisthatitcanprovidestudentsarealEnglishspeakingenvironmentandcorrecttheirpronunciationsonthebaseoflistening.Teacherscanprovidestudentswithsomevideos,filmstowatch,andintheprocess,studentshaveagoodunderstandingoftherealsituationofthetargetlanguagetheyarelearningandtheywilllistentostudents’speaking.Studentscanlearntoimitatespeakersspeakingwayinthevideo.Itcanstimulatestudents’senseofhearingaswellastheirvisualsense,andstudentscanimitatethepronunciationsandthewaythespeakerspeaks.ThatenablesstudentstohavetheopportunitytospeaklikenativespeakersinsteadofspeakingChinglish.ThesecondoneisthatmultimediacanprovidestudentsmanytopicsandinterestingobjectstospeakinEnglishfortheyhavelistenedandwatchedmanyinterestingthings.ItisawaytoprovideopportunitiestostudentstohavemoreintereststospeakbecausesometimesstudentsdonotknowwhattosayorcommunicatetootherswhentheyhavetospeakinEnglish.Ifteacherspresentthemsomeinterestingfilms,songsorpictures,theywillhaveintereststosharetheirviewstoothers.Thisprocessincludeslanguageinputandoutput.Inoneway,studentsgetinformationfromtheexternalconditions,intheotherway,studentswillspeakouttheirownideasbasedontheexternalconditions.Thethirdoneisthatlisteningcanalsotakeadvantageofspeakingwiththehelpofmultimediaapplication.Whenmultimediaprovidesmanyobjectssuchaspictures,videos,soundsorotherobjectthings,itcanstimulatestudents’sense,andleaveadeepimpressionintheirbrain,especiallythethingtheyhavespoken.Sonexttimewhentheyarelisteningtomaterialstheyhavewatchedorspoken,theywillhaveabetterunderstandingofthelisteningmaterials.Inlisteningandspeakingteaching,tocreateacontextforlanguagelearningandteachingandtousethelanguageintherealsituationswillreceiveverygoodresults.So,itisobviouslythatmultimediaapplicationinEnglishlisteningandspeakingisnecessary,becauseitnotonlystimulatesstudents’senseorganstohaveadirectviewofobjectivethings,butalsopromotesstudents’understandings.Iflisteningandspeakingcanbetaughttogetherwiththehelpofmultimedia,itcanhaveaneffectiveeffect.2.1.2MultimediaapplicationinEnglishreadingReadingissomewhatthemostimportantpartinEnglishlearning,soitisveryimportanttohelpstudentsacquirereadingskills.Multimediaapplicationcanimprovestudentsreadingcomprehensionabilityfromvariousways.MultimediateachinginEnglishreadingcombinedimages,textsandanimationsintheprocessandallofthesethingscanstimulatestudents’ears,eyes,handsandothersenseorgans,soitturnsthedulltextcontentsintoalivelyandinterestingway.Allthestimulatingmethodscanimprovestudents’abilitytogaininformationfromthelearningmaterials.ManybasicstepsshouldbefollowedintheteachingprocesswhenteachersteachEnglishreading.Thefirststepistocreateagoodsituation.WeallknowthatcreatesituationisaneffectivewaytocultivatestudentsabilityinEnglishreading.Thegoalofcreatesituationistomakestudentsinterestedinthereadingmaterialswhattheywillreadlater.Sothemultimediaapplicationcaninspirestudents’interestsandenhancetheirunderstandingofthebackgroundofthereadingmaterials,itcanalsocultivatestudentsabilityofdiscoveringissues,exploringissuesandsolvingproblems.Thisstepisimportantforitwillpavethewayforstudentstoreadingthematerials,soitisthekeystepofalltheteaching.Teacherscanuseimages,songsorevenvideostoraisestudent’sinterests.Nextstepistoraisequestionswiththeeffortofstudentsandteachers.Thisstepisfollowedwiththefirststep,sincethefirststephasraisedstudentsinterests,theyareeagertoknowmoreaboutthematerialstheywillread,butitisveryimportanttospecifictheirreadingaims.Inthisstep,teacherscanpresentthequestionsonthePowerPoint;thiscanenablestudentstoknowtheirtasksofreadingwell.Thethirdstepisgroupdiscussions.Teachersshouldhelpstudentsdiscusstheirquestionsingroupstosharetheirideasafterstudentsreadthematerials.Iftherearesomegoodideasorviews,teacherscaninvitethemtopresenttheirideawiththehelpofPowerPoint.Thelaststepisthatteacherssummarizethewholeclass.Somenewwordsandnewphrasesshouldbepresented,andtheskillsthatbeusedintheclassshouldalsobeclarifiedtostudents.Tosumup,inteachingEnglish,themultimediaapplicationismainlyusedinthebeginningoftheclass,andthemostimportantfunctionistostimulatestudents’senseorgansandarousetheirinterests.2.2TheSignificanceofMultimediaApplicationinJuniorHighSchoolEnglishTeachingTheadvantagesofmultimediaapplicationinEnglishteachingcanbereflectedfromdifferentways.Themostcommononeisthatitisnotlimitedbythespaceandtimeorbythemicroormacrosituations,itcanpresentandreproducethematerialobjects,circumstancesortheprocessesthatrelatedtotheteachingcontent.Thiscanhelpstudentsperceiveandobservetheappearance,sound,colorandthechangeanddevelopmentofmaterialobjectswhatcannotbepresentedintheclasstogaintheknowledge.Thiswillhelpstudentsavoidgainingknowledgejustfromtheconcept,signs,abstractaspectofthings.Andtheteachingcanbefinishedinarequiredtimeandspace.Anotheradvantageisthatitcanprovideindirectsocialexperiencetocompensatestudents’lackofsocialexperience.Sowecanseethatitissuittostudents’cognitivepsychology.2.2.1Thesignificanceforstudents’learningFromTheNationalEnglishCurriculumStandards,studentsarethemainfactorsinlearning.TheeffectivenessoflearningEnglishhasacloserelationshipwithstudents’factor.WhetherstudentsacceptandlikethisnewwayoflearningEnglishiscrucialtotheresultsoflearning.Sostudents’factorinEnglishlearningshouldbeconsideredfirst.Tochangestudents’roleinEnglishlearningIntraditionalEnglishlearning,teacherswerethecenterofteachingalanguageandstudentsjusttolearntheknowledge.StudentsweremoreorlessforcedtostudyEnglishandmostteachersignoredtheirroleoflearningbecauseteachersjusttellstudentsthelanguagepointsandgrammarstheyshouldknow.Butinmodernteachingtheory,thesituationhaschangeddramatically;studentsarethecenteroflearningintheteachingprocess.Teachersshouldtakefullconsiderationofstudents’individualdifferenceandtheiractualneedsandteachersshouldpayspecialattentiontostudents.Ithaschangedthetraditionalteacher-centeredteachingmethod.Tovisualizeabstractthingsandtoimprovestudents’comprehensiveabilitiesResearcheshaveshownthattheinvolvementofstudents’varietysenseinlearningalanguageispriortooneortwosense.Therefore,inteachinglanguage,teachersshouldusedifferenttoolstostimulatestudents’organsensefromdifferentways.IntraditionalEnglishteaching,teachersjustprovidesoundsandwordsastheobjectofteaching,andthatcannotmakebestuseofstudents’senseorgans.However,inapplicationofmultimedia,teacherscanprovideawiderangeofexternalstimulationswiththehelpofpictures,images,texts,sounds,andvideos.Alltheseexternalsubjectscanstimulatestudents’organsenseanddeepentheirunderstandings.SowecanseethatmultimediaapplicationinEnglishteachingcantakefulluseofstudents’organsensetoenhancetheeffectivenessinashorttimeandreachtheteachinggoal.Toarousestudents’interestsTheapplicationsofmultimediahaschangedthetraditionalteacher-centeredteachingmodelinEnglishandhastakenfulluseofstudents’factorastheyarethecognitivesubjectsoflearningEnglish.Thatistosayifstudents’appealedbytheteachingcontentsandinterestedinthem,theyaremorelikelytoaccept,understandandevenusethem.Inspiringandcultivatingstudents’interestinlearningisanimportantconditionofsuccessfulteaching.Andthemultimediacanpresenttheteachingcontentsfromvarietyofinterestingwayswhatcanarousestudents’moodandemotionandgrasptheirattentions.Inthetraditionclass,Englishisjustacoursethatstudentsmustlearn,butinmultimediaclass,Englishcanthinkasatoolofcommunicationandentertainment,studentscanlearniteasilyinaneasyway.2.2.2Thesignificanceforteachers’teachingIntheteachingprocess,studentsarethemainfactoroflearningwhileeducatorsleadaguidingposition.Therefore,wecansaythattheclassismostlyledbyteachersandtheeffectivenessandqualityofEnglishlessonaremostlybeingeffectbyteachers.Teachers’factorsinmultimediaapplicationarevarious.Themultimediaapplicationenvironmenthasputgreaterdemandonteachers’teachingandresearchcapacity.Thedesignofmultimediacoursewareforteachingiscrucialtothecoursewarequalityandteachingresults.Brilliantteacherscannotonlymakegoodmultimediacourseware,butalsocanbalancetherelationshipamongteachers,studentsandmultimediacourseware.Therefore,itisnecessarytodiscussteachers’factorinmultimediaapplicationinEnglishteaching.Therefore,theclasscanbeimproved.Tochangeteachers’roleinEnglishteachingIntraditionalEnglishteaching,teachersarethecenterofteaching.Teacherscontrolledalltheteachingstepsfromtheteachingcontents,teachingmethodstotheteachingobjectivesarealldeterminedbyteachers,teachershavetheexclusivepowertodeterminewhatcontentsmusttellstudentsandwhatcontentsshouldnot.However,inthemodernteachingtheory,teachersturntobeguidersforstudents.Teachersshouldencouragestudentstotakepartinexploringandlearningtheobjectivelanguage,theyhaveagreatrangofexploringtheobjectsandtopicstheyareinterestedinbecauseinthisprocesstheircomprehensiveabilitycanbecultivate.Teachers’newroleistoencouragestudentstofindthebasicskillsofthelanguage,masterlanguageknowledge,developeffectivelanguagelearningstrategies.Allstudents’exploringandcooperatingactivitiesareunderteachers’guidanceratherthanunderteachers’control.TomakethelessonmoreinterestingandlivelyThetraditionalEnglishclassisnotasinterestingasthemultimediateachingclass.Intraditionalclass,teachersjustusethetextsandblackboardastheaidsofteachingandthetransferofinformationisthroughteachers’orallanguage.Suchkindofclassisdullandlacksofstudentsparticipate.Differentfromthetraditionalclass,Multimediacoursewareappliesmanykindsofmediainformation,suchastext,image,video,voice,toconstructdirectandactivecircumstancesofcomputerassistedinstruction.Theplentifulofresourcesofthemultimediacanmakethelessonmoreinterestingandlively,andstudentscanparticipateinitwithencourageofteachers.Sowhenteachersusemultimediacoursewareaasteachingtool,thelessoncanbeaccomplishedeffectively.ToincreasethelessoncontentsandtosolvethedifficultypointsbetterAnadvantageofthemultimediacoursewareisthatitcanpresentalotofinformationinonetime.Thatisdifferentfromblackboardteachingforblackboardcanjustprovidelimitedinformationinashorttime.Teacherscandesignmultimediacoursewarebeforeclassanddeterminewhatmediashouldbeappliedfromtheteachingcontents,soinclass,teacherscanpresenttheteachingcontentsonthePowerPointorWordorothermultimediaequipments.Inthisprocess,teacherscansavealotoftimethanwritingtheimportantlanguagepointsontheblackboard,andstudentscanhavemoretimetopracticeanddevelopotherabilities.Anotheradvantageofmultimediacoursewareisthatitcanprovidedifferentstimulatingobjectstoenhancestudents’understandingofthedifficultpointsandimportantpoints.Ononehand,itcanstimulatestudentsallkindsoforgansensestoenhancetheirunderstandingsanddeepentheirmemoryofthelanguagepoints.Ontheotherhand,themultimediacoursewarecanprovidelotsofmaterialsforstudentstopracticeafterthedifficultyandimportantpointswerepresentedbefore.Thisstepcanletstudentshavemoreopportunitytopracticeoverandover.Thestimulus,responseandproduceactivitiescanenhancestudents’abilitytouseEnglish.3.TheNegativeFactorsontheApplicationofMultimediaInteaching