A Study On The Application Of Multi-media Courseware To Classroom English Teaching In Junior Middle School

Multimedia courseware refers to a teaching aid made by teachers or multimediaproduction personnel according to certain design principles, which is suitable forteaching and learning while also an important part of multimedia assisted teaching. Withthe rapid development of information technology, multimedia courseware has beenwidely applied in classroom teaching, especially in foreign language teaching and thecourseware-based multimedia teaching has been widely recognized. But it’s showed insome literatures that there are still some notable problems in the courseware-basedmultimedia English teaching.Guided by the constructivism learning theory and based on the production andusage principles of multimedia courseware, this paper discusses the outstandingproblems and deficiencies in the multimedia courseware applied to English Classroomteaching in junior middle school and proposes some corresponding countermeasureswith the research methods of questionnaire and interview. The main research questionsin this study include three aspects as follows: the attitudes of teachers and studentstowards multimedia courseware assisted instruction, the present situation of teachersmaking and using the multimedia courseware. The research participants in this study are30English teachers and300students from two ordinary junior middle schools in Yantaicity. The research aims to obtain the firsthand data on the present situation ofmultimedia courseware applied in English teaching in junior middle school and find andanalyze problems through data, putting forward some suggestions.In view of the research questions, the author analyses and discusses thequestionnaire data and interview records. According to the research results, currently,most of English teachers and students in junior middle school have a positive attitudetowards multimedia courseware assisted English teaching. Among that,60%of teachersthink that multimedia courseware assisted instruction can be helpful to improve theteaching effects and79%of students expect their teachers to use multimedia courseware in class. As for the production of multimedia courseware, it can come to the followingconclusion through the questionnaire that53%of teachers often make their owncourseware and all the teachers participating in the research think that the time to makethe courseware is not enough.70%of teachers hardly share their courseware resourceswith other teachers and40%of students think that the courseware used by their teachersis far from perfect and beautiful. It can be seen from the data above that some problemssuch as low ratio of making their own courseware, lack of resources sharing platformand unattractive courseware exist in making courseware. In addition, the author findsthrough interviews that the courseware attached to teaching materials has poor quality.As for using multimedia courseware, it can be seen through the questionnaire that43%of teachers often use the courseware in class while87%of elder teachers (above46years old) hardly use the courseware in class;41%of teachers have big dependence onthe courseware. It can be shown from the data above that age factor has a greatinfluence on whether teachers use the courseware in class and some teachers have bigdependence on the courseware. It can be seen through the interview that some teachersignore students’ reactions in class and some multimedia equipment isn’t well maintained,which has a bad effect on teaching. Finally, the author analyzes the reasons and putforward corresponding suggestions to address the problems above.