As an auxiliary means of teaching activities, multimedia has injected new life into the "speaking" training. Because the second-year students are young, they are still in the stage of transition from image thinking to abstract logical thinking. They can't accurately express a complete sentence, guiding students to tell the story in an extremely simple story or verbally expressing a complete meaning. The word “accurate word†is the foothold of the second-year language teaching goal. In order to achieve this specific teaching goal, in recent years, the author skillfully used multimedia technology, closely linked to the content of the textbook, and built a rainbow bridge for the "speaking" training around the small language curriculum.
First, use multimedia to set up a bridge of interest, so that students "speak"
The unintentional attention of second-year students is also dominant, and learning activities are often dominated by direct interests, so the effective use of multimedia resources can fully stimulate students' interest in learning. Combining the illustrations in the second-grade Chinese textbooks, how to virtualize the static illustrations in the text into a group of spiritual animations that penetrate the space and time of students' life? The author uses the characteristics of multimedia sound and painting to create various situations around the "speaking" content. They have created a strong "speaking" desire in the simulated situation, and changed "I want to say" to "I want to say."
Second, clever use of multimedia, frame imagined like a bridge, so that students "will say"
The second-year students' abstract thinking ability is weak. It is relatively difficult for them to make clear that one thing is going through. Teachers need to teach methods to let them have rules to follow and have something to say.
Clear the way of thinking. Teachers can use the curable nature of multimedia to guide students to observe carefully, clarify ideas, and teach students how to observe.
Third, use multimedia to set up a bridge to make students "speak better"
Because of the age characteristics, the second-year students often have language problems when they “speakâ€. This requires timely analysis and correction, but the words that have been said are fleeting. To save it and analyze it, multimedia is needed. The author has conducted the following analysis and training:
Analysis of common words. It is mainly to collect words that students are easy to use wrong or easy to confuse, compiled in sentences, recorded audio, let students listen repeatedly, find out where the problem lies, analyze the reasons, and correct in time.
In short, in the second-grade "speaking" training, teachers need to pay attention to the individual's cognitive rules and personality characteristics. The teacher's body and mind should "focus on the future development of students", use multimedia, create text situations, and pay attention to returning students. Real life, set up a beautiful Rainbow Bridge for "speaking" training. It plays an important role in developing students' intelligence and cultivating oral expression skills.
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