Research On The Application Strategy Of Multimedia In The Chinese Reading Teaching

Multimedia Chinese reading teaching has many advantages compared to the traditional reading teaching, such as rich reading teaching resources, improving students’ reading motivation, creating reading teaching environment and upgrading the level of evaluate. However, a series of problems become visible gradually at the same time.In this article, the author drew the conclusion through issuing questionnaires to students from different stages and interviewing front-line teachers, and summarized four disadvantages of not using, misusing or abusing multi-media in Chinese reading teaching without concerning students. Firstly, no excellent reading environment is built without the combination of texts, pictures, sounds and videos in class. Secondly, students’ abilities of reading and thinking are weakened with massive and confused information. Thirdly, students’ ability of language appreciation is reduced due to specific images instead of abstract contents. Fourthly, teachers’ level of text interpretation is lower with various online coursewares. Furthermore, the author explored the reasons for the above problems and concluded that Chinese teachers’ one-sided interpretation of the New Standard of Chinese Courses, conformity in Chinese reading teaching, the lack of self accomplishment, and the difficulties in stimulating students’ reading interest are the four main reasons for the problems stated above.Therefore,it is essential for Chinese teachers to observe the principle of subservience, integrity and guidance. On the one hand, it is important to adapt to students learning circumstances. Multi-media reading teaching technique is dedicated to adapt to students’ intellectual conditions ranging from primary to high schools. On the other hand, multi-media teaching technique is designed to adapt to the learning period, before during and after classes. Besides, there are four taboos in multi-media teaching technique. Firstly, interpretation out of context is forbidden. Secondly, conventional usage of multi-media is less advocated and we should innovate the format of multi-media. What’s more, formalism is never prevalent and we had better establish thorough reading systems. Finally, we refuse once-for-all effort and advocate multiple methods. To sum up, it is appropriate to apply multi-media teaching technique to stimulate students interest and efficiency in study.