Research On Multimedia Technology-based Language Reading Instructional Design For Primary Sixth Grade Students

Based on the results of the preliminary research and questionnaire analysis of the sample schools and the principles of instructional design,the instructional design of reading in the first language of the selected sixth grade was carried out to generate a multimedia supplementary classroom teaching plan.Based on the instructional design,experimental and control classes were selected as the control variables,and the instruction was carried out to compare the traditional teaching of the sixth grade primary language text with the multimedia supplementary teaching,and to evaluate the multidimensional effect of the teaching achieved.The survey data and interviews were collated and analyzed through the development of questionnaires and structured interviews to investigate the teachers and students in the selected sample schools and their current situation.The survey results show that teachers and students generally think that traditional teaching methods are more rigid and boring,with a lower rate of interest,autonomy and knowledge absorption;sixth-grade primary students have less life experience and weaker abstract logical thinking,resulting in poorer understanding of difficult issues in the process of learning language texts.In response to the problems that have emerged,multimedia-assisted teaching of sixth-grade language texts in primary schools has been designed in accordance with the principles of instructional design,using multimedia technology to assist sixth-grade language classroom teaching.Appropriate experimental classes and control classes were selected for classroom teaching research,with the experimental classes adopting multimedia technology-assisted classroom teaching and the control classes adopting traditional methods of classroom teaching,with the exception of teaching-assisted media,other teaching factors remained unchanged and classroom teaching practice was carried out under the guidance of teaching design.After conducting separate teaching experiments according to the instructional design,a post-experimental test was taken,and the test results showed that the sixth grade students who received the multimedia-assisted teaching method had better post-experimental test results than those who received the traditional teaching method.At the same time,according to the questionnaires and interviews,language teachers generally believe that multimedia technology-assisted text teaching has enhanced the convenience of classroom teaching to a certain extent,with a more lively classroom atmosphere,richer teaching methods and expanded teaching capacity;teachers and students generally believe that multimedia-assisted text teaching can enhance students’ interest in learning language texts to a certain extent,increasing their motivation and autonomy in learning,thus improving teaching effectiveness and significantly improving their examination results.In addition,in practice,teachers and students reflected that there are still shortcomings and inadequacies in multimedia-assisted teaching: language teachers generally believe that multimedia-assisted teaching takes more time and effort to prepare lessons;the failure of multimedia equipment during operation can easily affect the teaching process;sixth-grade students generally believe that the quality of multimedia courseware produced by language teachers is uneven,and some teachers’ courseware content is too large,making it difficult for them to keep up with the progress and understand and digest what they have learned.The main countermeasures and recommendations for these problems are: when teachers use multimedia-assisted teaching,they should optimize the design and production of courseware,and select content in the courseware that is interesting and relevant,rather than copying the teaching materials;change the teaching concept and face up to the three-dimensional teaching goal;focus on multi-dimensional and multi-level teaching evaluation,with the goal of promoting the overall development of students;and adopt classification,tiered and discipline-specific training methods to provide relevant training for teachers.