A Survey On The Senior High School Students’ English Classroom Participation Under The Multimodal PPT Assisted Instruction

With the rapid development of modern information technology,education also actively applies information technology,deeply develops and utilizes information resources,so that these information resources can be better used in teaching.Under the education informatization,more and more English teachers use multimodal PPT in the class.Multimodal PPT integrates pictures,text,videos,and animations,which can stimulate students’ multi-sensory participation,and generate students’ interest in learning.However,there are also many problems in actual teaching,such as students only copy the contents on the PPT without thinking,teacher-student interaction and student-student interaction are reduced when teachers use PPT.Therefore,it is necessary to study the students’ classroom participation under multimodal PPT assisted instruction and explore the influencing factors to improve students’ classroom participation.Based on the previous research,this study investigated the current status of senior high school students’ classroom participation under multimodal PPT assisted teaching,so that teachers can understand the current status of students’ participation and improve students’ classroom participation.There are two research questions in this study: 1.Under the multimodal PPT assisted instruction,how do senior high school students perform in behavior,cognition and emotion participation in English classroom? 2.Under the multimodal PPT assisted instruction,what are the problems and influencing factors of senior high school students’ English classroom participation?This study is conducted in Xiangning No.1 Middle School and 246 sophomores from five classes participate the study.It investigated the current situation of senior high school students’ participation in English classroom under multimodal PPT assisted instruction and explored the factors influencing their classroom participation.On this basis,some improvement measures will be proposed.The results are as follows: Firstly,students’ classroom participation under multimodal PPT assisted instruction is basically good.In terms of behavior participation,most students can concentrate on the English class and carefully study the exercises;As for cognition participation,most students often use deep studying strategies to connect the knowledge they learn with old knowledge and daily life;In terms of emotion participation,most students often have sense of pleasure and achievement when English teachers use PPT.Secondly,under multimodal PPT assisted instruction,the factors influencing students’ classroom participation include teachers,students and other aspects.Teacher factors include teachers’ operations on multimodal PPT in the classroom and the organization of classroom activities when using multimodal PPT;Student factors include students’ attitude towards multimodal PPT and the degree of dependence on PPT,teachers or other students;Other factors include the design of the multimodal PPT and the choice of modality and the seating arrangement in the classroom.Thirdly,under the multimodal PPT assisted instruction,the problems of senior high school students’ English classroom participation: 1.In terms of behavior participation,pictures in multimodal PPT that are not related to teaching contents will cause students’ chat and discussion,resulting in students’ attention not being able to concentrate on the classroom.2.In terms of cognition participation,some students often rely on PPT,teachers or other students.3.In terms of emotion participation,students’ sense of anxiety and boredom still exist because they don’t keep up with the teachers or write notes in time.Besides,too much text on the multimodal PPT and unreasonable color matching may cause students to get bored.This study aims at putting forward some suggestions to improve students’ classroom participation according to the problem of students’ classroom participation under multimodal PPT assisted instruction.For example,teachers organize various classroom activities according to the teaching contents to improve students’ behavior participation,and reasonably use multiple modalities when making PPT to improve students’ positive emotion participation.The conclusion is valuable.However,there are some limitations in the research,which need to be further improved.