The Study On The Multimedia-assisted Teaching In Senior High Schools In Rural Areas

The use of multimedia-assisted English teaching is already common. And there are also a lot of theoretical researches in this field. However, in the specific teaching practice, there are many drawbacks. This article takes four senior schools in ZaoYang, Hu Bei province on as the object to learn about the status of multimedia-assisted English teaching in county level cities with the purpose of helping teachers to improve teaching efficiency to reach the predetermined teaching goal by offering suggestions. This article mainly adopts a variety of methods, mainly to study the following four aspects: multimedia device configuration and utilization, teachers’skills of using multimedia, attitudes towards multimedia-assisted English teaching and the actual use of the multimedia-assisted English teaching.The survey reveals that at present multimedia teaching facilities still can’t meet the needs of English Language Teaching, multimedia assisted teaching of English teachers in the overall levels is not high, and that teachers and students lack the knowledge of multimedia-assisted English Teaching, and it also shows in the survey that although multimedia-assisted English teaching has taken effect, it still lacks systematic control and comprehensive planning.To solve these problems, we have recommendations from four respects, namely, departments of education, schools, teachers, students. First, the administrative department of education should understand the importance of multimedia-assisted instruction, strengthening policy support and financial support, and focusing on multimedia skills and qualities to develop education. As schools are concerned, they should be good administrators, giving full play to the effectiveness of existing multimedia equipment and facilities. They should be good organizers, laying emphasis on teacher training. They should also be good coordinators, constructing exchange platform. Teachers should do as follows:strengthen the learning of theory to grasp the characteristics of multimedia assisted instruction from the macro, enhance the development of multimedia skills, focus on the optimum design of teaching methods, and emphasize guidance to students. As students, it is necessary to improve self-learning and self-control as well as improving learning to adapt to multimedia teaching.