A Survey Of Junior Middle School Students’ English Classroom Participation Under The Multi-modal PPT Assisted Instruction

At present,educational activities are conducted in the information-based teaching environment,and the application of network technology in English classroom teaching is also becoming more and more common.Modern teaching is no longer going on in the traditional model in which the teacher only holds the textbook for one-way teaching on the platform.And English teaching models are becoming more and more diversified.Multi-modal PPT has also been widely used in English classroom.It creates a real context for students,which has incomparable advantages over traditional teaching.However,students often are busy in taking notes,thus they miss the interaction with the teacher.Or the teacher does not use the courseware properly.As a result,students can not participate in the class well.Therefore,it has become an important topic to know students’ classroom participation in English teaching process assisted by multi-modal PPT to explore how to effectively use PPT courseware.This study is based on the theory of multi-modal discourse analysis and constructivist learning theory.It takes five classes in the second grade of one ordinary junior middle school in Fuyang city as the research subjects.The research adopts questionnaire survey,classroom observation,sample analysis and interview to explore students’ classroom participation in the junior middle school English teaching assisted by multi-modal PPT,and the study also discusses the influence of using multi-modal PPT on students’ participation.Besides,the study attempts to detect some factors that affect students’ classroom participation in the process of multi-modal PPT assisted English teaching.At last,this article proposes some specific countermeasures to help teachers improve the application efficiency of multi-modal PPT.The research found: First,students’ participation is above the medium level under the multi-modal PPT assisted teaching environment.But the behavioral participation is mostly manifested as students’ taking notes with their head down or students’ acting as silent viewers.In cognitive participation,students show a certain degree of dependence on multi-modal PPT,that is,the dependence on classmates,teachers or courseware.In emotional participation,students can be anxious when they cannot write down the notes fully or cannot keep up with the playing speed of PPT.Students are also prone to get bored when there are too many texts in the courseware.Second,multi-modal PPT has a certain impact on student’ participation in English classroom.The teacher’s operation and the quality of multi-modal PPT may affect students’ participation.Based on the research results,the following suggestions are put forward: First,teachers should understand the auxiliary status of multi-modal PPT correctly.Second,teachers should consider teaching content and regard student as the center when designing PPT.Third,the appropriate combination of multi-modal PPT and blackboard writing should be emphasized.