(A) the use of multimedia technology to provide various external stimuli to stimulate students' English thinking ability.
Various teaching media have different functions in the teaching process, and each has its own scope of application and limitations. For example, slides can show static and enlarged images of things, but it is difficult to show a dynamic and complicated process; Images can vividly, dynamically and systematically describe the process of things. By optimizing the combination of various media, dynamic and static combination, audio and video combination, give full play to the profound expressive force and good reproducibility of various media. Multimedia technology is a modern technology to provide this combined environment. The information it displays is visible, audible and vivid in various forms. This multi-level expressive force and various sensory stimuli are very effective in English learning and must be adopted in English teaching. In this environment, students can have a positive psychological experience and quickly turn it into a desire for knowledge. They get much more information than just listening to the teacher, which is also more conducive to the maintenance and transmission of knowledge.
(B) using interactive computer information technology to stimulate students' interest in learning English.
Give full play to students' cognitive function. The remarkable feature of computer information technology is its strong interactivity. Through the rich human-computer interaction interface, students can choose the appropriate learning content according to their own abilities and interests, arrange the learning process, and independently solve various problems raised by computers. Computers can also accept learners' answers or inquiries, and make timely judgments, evaluations or provide targeted feedback information. Language learning is a process of a lot of practice, and students are required to listen and speak constantly in teaching. In primary school English teaching, students' autonomous learning ability is not strong, and they need timely guidance and help from others. At the same time, according to different learning abilities, different students may want to have different levels of practice content in the same period of time. According to the traditional teaching method, it is impossible for a teacher to meet the requirements of all students in any case. To this end, we can adopt personalized interactive learning system. In this system, under the control of teaching software, the computer partly undertakes the responsibilities of teachers, providing timely and effective help for students' learning and meeting the learning requirements of different students; Students change from "indoctrination" to "autonomy", and each student can control his own learning process independently under the appropriate guidance of the computer. This kind of interactive teaching can not only keep students' interest in learning, but also create favorable conditions for students to actively participate, which truly reflects students' cognitive role.
(C) the use of information technology, the creation of English activity scenarios, to cultivate students' English expression and communication skills.
China students often lack certain language environment and opportunities for language practice when learning English, but in actual teaching, they only pay attention to the learning of language knowledge and ignore the specific application of vocabulary. So many students can get fixed and isolated knowledge from prototype examples and textbook exercises.
Point, but the ability to transfer this knowledge to real life situations is relatively poor, and when encountering practical problems in different situations, there is nothing to do. Through network or media technology, we can simulate real life scenes in class, which not only shortens the distance between teaching and reality, but also provides students with opportunities to communicate in English, satisfying their curious and active psychology, making students feel the touch of the scene and inspiring them to express their desires. This kind of situational learning undoubtedly promotes learning transfer to a certain extent, and makes students improve their communicative competence in English communication activities. For example, "Can I help you?" , designed several scenes through the media:
(1) A student helped an old man cross the street.
(2) A monkey goes to the pig's fruit shop to buy bananas.
(3) Foreign tourists registered in Shangri-La Hotel.
Students are not only familiar with "Can I help you?" And I know the specific environment (when to say it), the meaning (how to say it) and the usage of other related sentences. In situational teaching, students should not only consider their own situation, but also make their own content coherent, that is, organize some sentences that meet the environmental requirements in coherent texts. Learn "Can I help you?" Sentence patterns, according to the scenario designed above, we can automatically remind students of what they have learned before in the form of dialogue, such as "Thankyou". /Thank you? " And "welcome home". /My pleasure. "and other sentence patterns and words, and use them in the present situation dialogue. In this way, students not only learn new things.
Knowledge, but also review the original knowledge, more importantly, cultivate the ability of knowledge integration and flexible use.
(D) the use of information technology to reform the classroom evaluation model.
The traditional evaluation method is that teachers first evaluate and then feedback the evaluation results to students, and students fully accept the evaluation results. This not only wastes a lot of teachers' time, but also ignores students' subjective initiative and creativity, resulting in the disconnection between learning, evaluation, feedback and remedy. This situation can be changed through the Internet.
1. Student self-evaluation. Students' self-evaluation is an evaluation activity of their own homework and learning process after completing their homework. When students evaluate themselves, on the one hand, they can modify their own works in time, on the other hand, they can actively browse other people's works through the internet and combine the advantages of others into their own works. They actively scrutinize the ideological content and English expression methods of their works, thus improving their English level.
2. Students evaluate each other. Students' mutual evaluation means that students choose other students' works to evaluate through the internet and feed back the evaluation results to this classmate. Each student's understanding and mastery of knowledge points is different. In the process of evaluating other people's works, improve learning ability and cultivate creativity. Practice has proved that mutual evaluation among students can deepen students' proficiency in word sentence patterns and cultivate students' ability to create situations.
3. Teacher's comments. After the students' exercises are finished, teachers can get twice the result with half the effort if they can comment immediately in class. In traditional classroom evaluation, teachers often evaluate students' works with past impressions, and the cited examples are limited to individual students' works. Through the network,