Research On The Situation And Strategy Of Multimedia In Chinese Classroom-Teaching For Middle School

With the popularity of computer multimedia technology, more and more of the secondary school language teachers to choose from in the classroom supporting the use of multimedia teaching means teaching language subjects. Ministry of Education has repeatedly pointed out that compared with traditional teaching methods, multimedia instruction has obvious advantages. The theory of cognitive psychology-based multimedia teaching enabled vivid teaching is beneficial to students thinking ability, imagination and creativity, learning to play the main initiative. Large amount of information and multimedia, can improve the teaching efficiency, can also make up the narrow context of traditional language classroom and other shortcomings. At the same time, the shortcomings of multi-media teaching can not be ignored are increasingly prominent in the language classroom, as teachers use the multimedia courseware overwhelming and the lack of teacher-student classroom interaction, teachers and students rely on multimedia production, resulting in reduced capacity of thinking and so on.It is because of multi-media teaching methods used in the language classroom there pros and cons of both sides, this paper uses questionnaires to understand the present Middle School Classroom use of multimedia teaching situation, the language of modern information technology and the integration of disciplines angle probe into the use of multimedia teaching methods can bring about the effect of secondary language classroom, summarize multimedia appear in the language classroom specific advantages and disadvantages and the reasons for its shortcomings in the analysis. This paper focuses on the teaching of Chinese language education, language teaching, psychology, language of teaching art, audio-visual educational theory, learning theory and other theoretical perspectives on the language classroom in the application of multimedia teaching concrete practical guidance strategies, and try to establish Classroom Multimedia evaluation criteria, in practice easy to solve the problems of multimedia in language teaching to be more reasonable and more effective, promote improved teaching effectiveness, improve integration of multimedia teaching and the theoretical system of language subjects.