First of all, the application of multimedia in teaching has brought about many obvious changes: multimedia can integrate multimedia information such as words, images, sounds, animations and videos, fully mobilize the processing functions of various senses, and express the original abstract and boring data and content in a vivid and dynamic way, thus greatly improving the intuition of teaching and enhancing students' interest in learning. In this sense, multimedia plays down the boundary between learning and entertainment, and improves the relationship between teaching and learning. In addition, the interactivity and hypermedia function of multimedia can provide students with a variety of choices, so that students can choose their own learning content, learning progress and learning methods according to their own needs, thus giving full play to their enthusiasm and initiative. Multimedia is not only integrated on the information carrier, but also on the media equipment. It can integrate the functions of TV, tape recorder, power amplifier and other media equipment, which not only saves space and reduces cost, but also is more convenient and reliable to operate.
Secondly, English textbooks with new curriculum standards in senior high schools are widely used. The article contains a lot of background knowledge about British and American culture, history, customs, politics, Buddhism, historical sites and other places, and also involves a branch of science and technology, that is, some professional knowledge and popular science knowledge. If the reader does not have this knowledge, it is easy to have difficulty in understanding in reading. Many students know little about this knowledge. In order to better cooperate with students' learning, it is required to present some background knowledge to students in courseware design, so that students can understand the background of the text before class and have a comprehensive, clear and in-depth understanding of the teaching materials. For example, in senior high school English course, teachers can copy the map into the courseware, color the components of each country separately, briefly introduce the humanities, languages and beliefs in different regions in English, and play quiet and harmonious music at the same time, so that students can have a general understanding of the composition, geography and cultural landscape of this country, which is very beneficial to the understanding of the whole article.
Thirdly, in order to stimulate students' interest in learning and have a perceptual understanding of text reading comprehension, we can introduce new lessons by using video clips made by multimedia to let students watch movie clips. As we all know, languages are different all over the world, and English pronunciation is different, but students can immediately understand what language skills are and how to apply oral English communication in their lives.
This is a combination of listening, speaking and reading, with everyone participating, teachers teaching easily and students learning happily.
All the above are the benefits of multimedia teaching, but in the actual use process, teachers should also pay attention to some problems. First, the courseware designed by teachers should put students in a three-dimensional space composed of audio, video, voice and text, and teach them intuitively from vocabulary, sentences and texts. Even though many organs of the human body are used to perceive information, it has realized the process of three-dimensional teaching, changed the previous stylized teaching mode, greatly attracted students' attention, given people's brains three-dimensional language learning, and provided advanced teaching means for ability teaching. A large number of intuitive and dynamic English courseware with sounds directly input the information consistent with language symbols and scenes to students, turning abstract into concrete, breaking through difficulties and deepening understanding. The teaching effect is better than that of students listening to language symbols first and then imagining situations to react.
Second, in the process of education, teachers should stand on the students' point of view to perceive the teaching materials, master the words, understand the text and train their language communication ability, so as to determine the breakthrough of teaching difficulties, strengthen the teaching focus and objectives, and realize them in multimedia design. On the other hand, put students in the position of teachers to design courseware, and provide students with perceptual phonetic materials with rich content and moderate difficulty, so that students can understand and master the teaching materials through continuous training and then use them. The intuitive feeling of students in the whole process is that they seem to be the operators and owners of courseware. This has fully mobilized students' autonomy, initiative and creativity, and the teaching effect is self-evident.
Thirdly, integrating ideological education into language education is an important part of teaching. It is the training goal of modern education to cultivate cross-century talents with ideals, morality, culture and discipline. Teachers are not only teachers, but also have the responsibility to cultivate students' good character and noble sentiments. Therefore, in the design of courseware, teachers should always have a consciousness in their minds: abstract and extend the practical topics with ideological education in the teaching materials, so that the acquired knowledge can be deepened in the application of communication and have profound connotations in real life. In the process of operation, students receive ideological education and their sentiments are sublimated.
Fourth, in the teaching process, teachers should not blindly use multimedia courseware in every class, so as not to cause a disadvantage, that is, teachers will not teach without multimedia, and students will not take notes without multimedia. As a result, classroom interactive teaching has evolved into a teaching mode of showing courseware and taking notes, which leads to students' lack of initiative in learning and affects the teaching effect.
Therefore, the correct use of multimedia in senior high school English teaching conforms to the objective law of English teaching, which is helpful to strengthen the English teaching process, greatly increase the opportunities for practical practice in the limited teaching time, improve the quality and efficiency of English teaching, and make students enjoy learning and achieve success, so that teachers can enjoy teaching. ;