The Use Of Multimedia-assisted English Reading Teaching In Senior High School

As we all know, English reading is not only an important means for students to gain English knowledge, but also the main way of developing students’ reading skills and English learning ability. In senior high school, English reading teaching plays an important role in English teaching and it’s one of the most difficult tasks. However, the present English reading teaching at senior high school is not very satisfactory. Traditional methods of English reading teaching have many shortcomings. As a result, students complain about the difficulty and boredom of learning English reading. Students’ reading ability is poor and teachers’efficiency in English reading teaching is low. Therefore, it is very necessary to adopt a new effective teaching method to improve the present English reading teaching. This paper mainly discusses how to make use of the multimedia technology to improve senior school English reading teaching. The three research questions addressed are:How is the multimedia used efficiently in the English Reading Teaching? Can the new method improve reading teaching and compensate the disadvantages of the traditional teaching methods? If so, how? Are the learners involved satisfied with this way of teaching and learning? There have been many researches done in this area before, but researches about subject groups were limited in a way。This is one of the reasons why I chose this title as my research area.This study is based on the theory of constructivism and the student-centered theory and was carried out by questionnaire and experimental method. Then, an experiment was conducted for a semester in two classes, one of which served as the experimental class where the multimedia-assisted teaching was put into practice, and the other served as the controlled class that was instructed with the traditional teaching method. The pre-test and post-test as well as questionnaires were employed in both classes. The results revealed that the experimental group students’ English not only significantly exceeded that of the controlled group but also made their own significant progress compared with the beginning of the semester. However, the control group did not make much progress. Finally, we can come to the conclusion that multimedia-assisted English reading teaching can improve students’ interest and confidence in learning English, compensate the disadvantages of the traditional teaching methods and improve teaching efficiency and quality.