The Study on University Literature Teaching based on Multimedia Technology

Abstract. currently， the multimedia language teaching has gradually entered the university， the old and the young program， and gradually plays a great charm， and gradually influence and change the traditional language teaching. Multimedia is a new technology lived in a simple or synthesized form shown by the text， the graphics， the images， the animation as well as audio， video and other information， which processed through the computer's software and hardware. I apply this new technology in teaching that’s the multimedia teaching.

Key words： university literature teaching； multimedia technology； traditional teaching

The multimedia teaching system includes two major components： the hardware and software， the hardware including multimedia computer large screen LCD projector， slider DVD video camera， video display， wireless amplification equipment； Software， including courseware and multimedia network support software， etc.

When we use the multimedia technology optimization university language teaching， we need to need teaching and learning model， give full play to the advantages of multimedia， in order to achieve the teaching process optimization. Next， the many years of experience in language teaching， the use of language， to discuss their college teaching of multimedia teaching in some feelings and experiences. Literature has its logic structure， such as "evidence/conclusion/hypothesis"， "necessary/fully"， etc.

Grasping the knowledge of logic laws， especially the logical Reasoning laws， is an effective way to understand the literature， to defend what is true and to attack what is false， and we must Try our best to grasp it and use it freely. Many scholars have studied this problem and proposed some theories [1-8]. These studies have significance for the literature teaching and studying. But， we have a long way to go. In order to find an effective way to understand the literature， seven logic laws used in high frequency were analyzed and their functions were pointed. The rest of the paper is organized as follows. First， the importance of logic reasoning was analyzed. And then， seven laws of logic reasoning were pointed out. Finally， the significance of the study was introduced. If the major premise and the minor premise are true， the inference， or conclusion， has got to be true， for the inference is logically valid. Logical validity， however， is not the same thing as empirical truth. Syllogistic reasoning， in short， is no sounder than the premises upon which it rests. It is not hard to make mistakescalled fallaciesin getting from premise to conclusion. In most arguments the rigid form of the syllogism will be replaced by a more fluid prose， and here and there a premise or an inference may be omitted for economy. Under these conditions fallacies are especially easy to commit. Finding these fallacies is an effective way of attacking the ideas of others in reading. It is a fundamental law of logic that if a is true， a cannot be non-true. All this seems very obvious； yet in more subtle matters a writer can easily contradict himself without realizing it. To be sure that he has not， he must examine， not only his argument itself， but also all the assumptions while lie beneath it and all the implications， which lie within. For reader， this theory provides an effective way of attacking the author’s ideas.

I.CHOICE OF COURSES CONTENTS ACCORDING TO THE MULTIMEDIA CHARACTERISTICS

At present the multimedia teaching is not the variation of the classroom， also imitate books， it is just a auxiliary teaching method. Therefore， we should choose content， is abstract， is far from student's life， also not familiar with the students also not easy to understand. For example， when I teach China fourth volume five unit "art appreciation，" based on the traditional teaching mode， and even if the teacher in his mouth， can't make these achievements， engineering students lack the art （I teach of mechanical engineering students understand the calligraphy， painting， sculpture， music， elegant the essence of art. So I have to use the multimedia teaching， lets the student increased vivid visual image （such as： master of calligraphy， painting， sculpture， painting， the famous dance， video， etc） superb moving melody （such as broadcasting the world classic VCD， CD， magnetic tape， etc） trundle blackboard writing， broadcast design convenient nature Chinese calligraphy and paintings of the art world， the connotation of clear feel art， to a certain extent， to appreciate.

In the process of teaching， teaching content play a very important role in the whole course， so the final results of the theme of the water.

II.SELECTING THE INSTRUCTION MEDIA FOR CLASS TEACHING

The content of the course is built， should choose appropriate teaching media carefully， the optimization of the multimedia group formation. Generally speaking， besides CAI （computer aided infusion） can't do without a computer and LCD projector， but not all of the multimedia course need computers to the projector and other important strength， sometimes only one or two instruments， still can obtain a multiplier effect. When to first volume fourth class in college Chinese language and literature "very happy"， in this paper the language features artistic characteristics and art in the string of simple， I to make the students like the horse of debris recorder snail crosstalk. The students think laughter comic art charm， obtained the appropriate teaching effect. Be like again， in the fourth volume "thunderstorm" unit of the game， because the time is far work reflects our， choose to enter text is also central （act two games）. With the main body of work represents the abyss script itself， and very complex characters relations， therefore， students can't find the feeling of a kind of， began to don't know where to begin. I borrowed movie "thunderstorm" VCD， radio， and make students understand the complexity of the relationship， usually scripts mission scenarios， help students to analyze and understand the text.

III.FULLY RELYING ON THE MEDIA AND OPTIMIZE TEACHING

If we use the advanced equipment unreasonable， are not careful designs each multimedia teaching courseware， after entering the multimedia classrooms， is only demonstrates each kind of equipment for the student. Just to show students for a variety of devices. One class gets down， probably scramble command of a large number of classroom machines， the students had a handful of dazzling high-tech to addiction ，the results of key and difficult points unknown ， hard to achieve their teaching. Therefore the teacher should strengthen self-cultivation， we must have a strong solid foundation of traditional language teaching， but should also master the multimedia technologies， understood fully each same equipment's superiority， so as to compose a vivid effective multimedia teaching class.

For instance， when I taught "Butterfly Lovers Elegy on the Strings-Violin Concert " （Book IV lesson V units） ， and after careful preparation， to understand the meaning of this general basis ， first ，I used the PowerPoint software manufacture teaching flow chart， mainly include 1） music appreciation knowledge ，characteristics， process； 2） The key. point？the difficulty of this article； 3） the structure level of this article ； 4）the artistic feature of this article ； 5） violin concerto artistic feature and so on. To the above entered into the computer， to prepare for the teaching of this lesson. In the class， I first play the movie “Butterfly lovers” clip， and accompanied by concise explanations， to enhance the students understanding of musical themes. Then， broadcast “Butterfly Lovers” MTV， to enable students to appreciate the delightful music and watching the vivid images， launches the imagination to enter the chilly beautiful artistic boundary which gradually music describes. Then， play the tape reading the text， under the author’s guidance， enter the appreciation phase. Finally， flow charts， summarize the text， and play a track once more， tell the students to close their eyes and their own songs to savor the artistic charm of the song.

The emotional from the perceptual to rational then repeated the process， coupled with vision， hearting and other senses of participation， after one class， this music’s layman， some will even have used

The technical expression to carry on music appreciation， and I have achieved this teaching goal.

IV.DESIGN THE AFTER-SCHOOL EXERCISE CLEARLY， CONSOLIDATE THE TEACHING EFFECT

After each lesson if we do not design in a certain practice， theory and practice are not linked； the knowledge could not be consolidated and migrated well. The relation way has many kinds：

（1）. Use of multimedia technology to display text of the exercises.

If according to the text content， good design practice， enter the computer， the students completed on the computer directly， right and wrong and scored immediately by the computer evaluation， after the passing statistics for teachers， the teacher may act according to student's work situation with the common problem of collective teaching， or the excellent job feedback to other students as an example.

（2）. Use of multimedia video technology assignments. If the unit on drama in "The Merchant of Venice"， you can play the drama "The Merchant of Venice" video clip （turn off the original voice）， so that students fully understand the characters at the same time， according to typical characters of the typical character to the voice； in the University Language Unit I Volume II" Introduction and Commentary” the video can be played on campus news ，While schoolmates appreciate the campus scenery， lets them carry on the introduction and the illustration to the school.

（3）. Uses the multimedia video technique arrangement work. For instance after completing finishing attending the fourth volume of music work connoisseurship may broadcast Beethoven "Pastoral Symphony" for students with a beautiful lyrical melody that， to enjoy the first charm of the great works of art， and then try to just learn the appreciation of ways to write a musical composition appreciation.

V.RATIONAL USE TO CHOOSE THE MULTIMEDIA EDUCATION

Multimedia teaching is not only conducive to the creation of vivid teaching situation， to strengthen the appeal of teaching ，to inspire students？ interested in language learning； but also to compress the time writing on the blackboard and expand the knowledge capacity， improve the pace and efficiency of classroom teaching. However， not every section of the language lessons are suitable for teaching， If teachers blind pursuit of novel， fashion， blindly use of multimedia teaching， may be counter-productive. The following is not suitable for the use of multimedia to talk about several teaching situation.

（1）.multimedia is not suitable for part of the ideological content of

the deep ancient poetry， classical and the novel. Such as Qu Yuan's "Lament， " Chuang Tzu's "Escape"， Yuan Hongdao 's" Xu long pass"， Menglong 's"Du Anger treasure chest" Lao She's "Lethal Gun"，Wu Zu xiang" memo Chushan room " Tolstoi's" After The Ball"， Maupassant "Story of the rope，” and other works， they reflect the thoughts and feelings are often implicit in Massive section of the text description， If it is divided mechanically by a courseware， will affect the students read and understand the text as a whole. For students， there are some difficulties in reading classical， if coupled with too much sound， pictures and other multimedia tools， will distract the attention of students， there may even enable students to forest for the trees， and more difficult to enter text and into the writer's heart， is difficult to perceive， comprehend the article circulated by the charm. Therefore， teachers must be considerate fully when use multimedia.

（2）.Hold time， the courseware should not bite off more than comprehensive. The teaching is humanist， the oversized classroom information and the excessively quickly teaching rhythm are violating the student cognition rule， and the result is difficult to highlight the teaching points， affect the final quality of teaching. Therefore， the information contained in the language courseware content must be appropriate， keep the space to the student reading and the ponder. The text should not be content with all relevant materials （background， author， text， word， translation， training， etc.） unavoidably， exhaustively list. If we bite off more than demand perfection when the production of courseware， exhaustive， limited by class， class teachers can only accelerate the speed of transmission of information. The bombing of the type of information transmission， that makes the Students have difficulty viewing your courseware and have no time to think. Thus， the courseware as "electronic blackboard"， teachers become "machine manipulator"， the students become "television audience"， It lack of emotional exchange between teachers and students， “teaching" and "learning" lost the interaction and cooperation. This approach is not helping students to digest and absorb knowledge， teaching effectiveness is not good， and the truth is that Haste makes waste."

（3）.It can not make multi-media audio-visual language instead of the imagination of students. Appreciation of the language text， it is the image to the abstract， from the emotional to the rational process .if the images described in the text is limited to some specific images， According to the text content of the students could have conceived and free stuff will be gone， then a thousand Readers can only have a "Lindaiyu" . The biggest advantage of multimedia technology is the image of nature which with intuitive， vivid features can provide students with various forms of emotional material. Multimedia is changing the image of the abstract， instead of the visual imagination. However， the imagination of the students but has been limited.

Language is called the university language， it is very important to be， it involves the depth and the breadth. University foreign language teaching thought teaches the student to study， abstract learning， innovation learning， not just your senses to learn， visual learning. If students is in the audio and visual effect multimedia demo box thinking， imagine life， not the text on the divergent thinking， then ask and speculation. There is no doubt that the failure of the college Chinese teaching， this does not favor the student thought and innovation training.

In short， in short in university language teaching， we should be in the inheritance and development of the traditional language teaching art， scientific and reasonable introduction and using multimedia technology， let language classes and multimedia married， and inherit two national characteristics and The Times characteristic university has made great language teaching art purpose.

REFERENCES

[1]Mayer， R. E.， & Anderson， R. B.： The instructive animation： Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology， 84， 444452 （1992）

[2]Powers， S.， & Price-Johnson， C.： Evaluation of the waterford early reading program in kindergarten 20052006. Tucson， AZ： Creative Research Associates.

[3]Scheiter， K.， & Gerjets， P.： Learner control in hypermedia environments. Educational Psychology Review， 19， 285307 （2007）

[4]van Gog， T.， Ericsson， K. A.， Rikers， R. M. J. P.， & Paas， F. ： Instructional design for advanced learners： Establishing connections between the theoretical frameworks of cognitive load and deliberate practice， Educational Technology Research and Design， 53， 7381 （2005）

[5]Verhallen， M. J. A. J.， Bus， A. G.， & de Jong， M. T. ： The promise of multimedia stories for kindergarten children at risk. Journal of Educational Psychology， 98（2）， 410419 （2010）

[6]Wise， B. W.， Ring， J.， & Olson， R. K. ： Individual differences in gains from computer-assisted remedial reading. Journal of Experimental Child Psychology， 77， 197235 （2010）

[7]Li Zhiming， “The Role of Logic in Studying English，” Journal of Fuling Teachers College， vol. 3， pp. 66-70， 2003.

[8]Goble.L， The Blackwell Guide to Philosophical Logic， BlackwellPublishers Ltd， 2001.

[9] Wang Yang， “Difference in Culture Thought Patterns and Their Effectson text，” Journal of Sichuan International Studies University. vol. 17， pp.81-84， 2009.

[10]Xu Daoyun， Ding Decheng， and Zhang Mingyi， “On Reasoning byCases in Clausal Default Logic，” Journal of software. vol. 12， pp. 1140-1146， 2001.

[11]James F. Sennett Mind， Cosmology， and Sufficient reason， aVindication of Rational Theism. http：//www.utexas.edu.

[12]Gao Quanquan， Lu Rujin， “The Distributed Logical ReasoningLanguage D-Tuili and Its Implementation on MicrocomputerNetwork，”Journal of Computer Science and Technology， no.2 pp. 123-125，2009.