A Reflection On Negative Effects Of Multimedia Teaching In Chinese Junior Middle Schools And Related Strategies

With the development and popularization of multimedia technology, an increasing number of Chinese teachers in middle schools select multimedia-aided teaching method in the classroom teaching. While compared with traditional teaching method, multimedia teaching method has obvious advantages, it can’t be ignored that the shortcomings of multimedia teaching have gradually revealed in the Chinese language classroom.I have made numerous trips to No. 8 Junior Middle School in Huangshi and No. 3 Senior High School in Luotian to conduct questionnaires and interviews with Chinese teachers and some of their students about their attitudes towards multimedia teaching and found that Chinese multimedia teaching in middle school had many negative effects. In what respects are these negative effects reflected? What are related strategies to avoid these negative effects? These are the focuses of this paper.Through the study of multimedia teaching theories as well as research and teaching practice in practice schools, the author conducted a survey on the present situation of multimedia Chinese teaching in middle schools and reflected on its negative effects to find practical strategies for avoiding these negative effects, thus making multimedia Chinese teaching in middle schools promote students’ all-round development. This article will discuss the topic above from the following aspects.The introduction section of the article presents the origin and significance of the study, related concepts and current research. An analysis of the current situation on the application of multimedia teaching to middle school Chinese teaching is first made and then negative effects of multimedia at this stage are summed up. Reflection on the negative effects follows:ppts go against the laws of Chinese teaching and concepts of the New Chinese Curriculum Standards, violate rules of psychological cognition; are contrary to development laws of middle school students and teachers and are contrary to the model effects of teachers. Finally strategies to improve and enhance application of multimedia to secondary Chinese classroom teaching are put forward. After practice, we offer strategies on the selection of multimedia teaching contents, on multimedia teaching PPT design and on classroom teaching in order to provide suggestions for conducting multimedia Chinese teaching in middle schools and raising awareness of teachers in this topic, prompting teachers to teach more efficiently and help students learn better.