论文部分内容阅读
最近几年,笔者在多次参与小学英语观摩教研活动时发现,在教学活动中多媒体辅助教学作为一种现代化、信息化的教学手段,颇受广大教师的喜爱和推崇,并以自身的特点(容量大、密度高、节奏快,且集文字、图像、声音三位一体)逐步在英语课堂教学中担当“主角”。但在实际教学中也发现有的教师不恰当地使用多媒体教学手段,使课堂失去了生机,使得多媒体备课成了负担,使学生发散性和创造性思维受到了抑制,有悖于多媒体教学“辅助”的
In recent years, I participated in several primary English teaching and research activities found that in the teaching activities of multimedia-assisted teaching as a modern, informative teaching methods, quite popular with the majority of teachers love and respected, and its own characteristics Large capacity, high density, fast pace, and set of text, images, sound Trinity) gradually in the English classroom teaching to play “protagonist ”. However, in actual teaching, some teachers find that improper use of multimedia teaching methods makes the classroom lose its vitality, making multimedia lesson preparation a burden, which has restrained the divergent and creative thinking of students and runs counter to multimedia teaching "of