The Application Of Multimedia Technology In Teaching Chinese As A Second Language

In the environment of rapid development of science and technology currently,multimedia teaching with its advantages of chart, text, sound, picture all set in one facilitybecomes an important means of modern teaching.In this paper, on the basis of previous studies, combined with myself and several Chinesevolunteer teachers in the Chinese teaching practice of South Korea, I expounded theapplication of multimedia technology combined with Chinese teaching as a foreign languageand the specific measures and suggestions on the implementation of effective auxiliaryteaching content. Since the multimedia teaching has the flexibility, the non-linear structure,the combination of a variety of sensory characteristics, it can fully mobilize students’enthusiasm and initiative, multimedia teaching will have a better prospect.This article is divided into five parts,the first part is introduction, mainly analyzed thepredecessors’ research achievements of the necessity of multimedia assisted Chineseclassroom teaching, advantages and disadvantages, and the courseware design aspects and onthis basis, determined the research contents and methods of this article. The second part is thetheoretical basis of this article research respectively from physiology theory, constructivismlearning theory, audio-visual and propagation theory, the perspective of second languageacquisition theory expounded in this paper, the theories supported this paper and illustratedthe advantages of multimedia teaching. Due to the development of brain, teachers can usemultimedia to provide more indirect experience, through the experience to change its physicalstructure. Language learning is a kind of facts, some sound and meaning, form is established,multimedia can provide representations to help student carry on the memory processing.Multimedia can help students understand knowledge by chart displaying. Multimedia canincrease the understandability of material input and save the process of integratinginformation. The third part discussed how to combine multimedia and Chinese teaching for itsimplementation respectively from language elements such as pronunciation, Chinesecharacters, vocabulary, grammar teaching and language skills training such as listening,speaking, reading and writing two aspects. In the aspect of language elements: multimediacan enrich the teaching resources, provide standardized language. Multimedia can combinedcharacter glyph and meanings and provide dynamic stroke order. In terms of language skills: a lot of language input is the precondition of language output, teachers can use multimediaestablish situation, break the limit of teaching materials. Use convenient resource to widen thestudents’ thinking of writing. The fourth part exposed problems in view of the multimediaapplication in Chinese teaching, and put forward the corresponding principles and strategiesof application as a reference for future teachers who use multimedia assist Chinese teaching.