Research on the effectiveness of the classroom interactive media teaching in col

Abstract. The contents of this investigation mainly include a general view of the students on the multimedia teaching in our institution, the evaluation on the use of the multimedia courseware of teachers, the evaluation of the teachers in the multimedia teaching process and the teaching effects, and the evaluation of the multimedia teaching equipment of our institution. In the survey, a total of 400 questionnaires was sent out, and recycled 398 valid questionnaires, with the effective recovery rate up to 99.5%. Through the analysis of the questionnaire survey, the path to optimize the classroom interactive teaching of the institutions of higher learning can be constructed from innovating teacher's teaching philosophy, strengthening teachers' teaching organization abilities and teaching implementation abilities, and enhance teachers' learning and cooperation abilities and other aspects.

Keywords: Colleges and universities; interactive media teaching; path construction; research

In this paper, the multimedia is used as the platform for the interactive media teaching. With the rapid development of the computer multimedia technology, the multimedia teaching has become the main means of teaching. The multimedia has the characteristics of being excellent in the map, text, sound, and animation, which is conducive to the teachers to explore new models, and also provides the ideal teaching environment for the students. In order to know the application situation of the multimedia teaching of the teachers in our institution and the reflection of the student of the multimedia teaching, we conducted the survey among the students, in order to further expand the advantages of the multimedia teaching, solve the existing problems in the teaching processes, and make the multimedia teaching improve the teaching qualities.

1. Respondents of the survey

Select the undergraduates in our institution, and carry out the survey by anonymous questionnaires. In order to make the survey samples selected typically representative, we conducted the survey with the students from different classes, to ensure that in the investigation levels, there are students from both the low and the high grades. Uniformly issue the questionnaire before the class, and recover them after class, to let the students surveyed in the real multimedia teaching state, which will have higher credibility.

2. Conclusions and analyses

The contents of this investigation mainly include a general view of the students on the multimedia teaching in our institution, the evaluation on the use of the multimedia courseware of teachers, the evaluation of the teachers in the multimedia teaching process and the teaching effects, and the evaluation of the multimedia teaching equipment of our institution. In the survey, a total of 400 questionnaires was sent out, and recycled 398 valid questionnaires, with the effective recovery rate up to 99.5%.

2-1. The general view of the students on the multimedia teaching at our institution

On the multimedia teaching methods of the teachers, there are 77.97% of the students surveyed who choose love very much or like, while only 1.27% of the students choose don't like, and then those who select the general account for 20.75%, which shows that the teaching mode of the multimedia teaching in colleges has been accepted by the vast majority of students. Then, since the multimedia teaching is so popular, can it completely replace the traditional teaching? For this question, 36.79% of the students think that in the teaching, what is ideal is that the multimedia teaching is applied in cooperation with the traditional teaching, and 48.89% of the students think that the multimedia teaching should be in the priority supplemented by the use of the traditional teaching. 9.38% of the students think that the traditional teaching should be the priority with the appropriate addition of the use of the multimedia teaching, while only 4.94% of the students think that the multimedia teaching can completely replace the traditional teaching.

Therefore, the multimedia teaching, as an advanced teaching method, in the present teaching, what is ideal is that it is used together with the traditional teaching or the multimedia teaching should be the priority supplemented by the use of the traditional teaching. At the present stage, at least for now, the multimedia teaching method cannot completely replace the traditional teaching. Among the courses of the students, the situation that our teachers use the multimedia teaching is that those who use the multimedia teaching for all the contents account for 42.18%, and those who use it for most of the contents account for 52.85%, while only 4.96% use the multimedia teaching for a few of the contents. This reflects that the multi-media teaching has been mastered for our college teachers and is widely applied in the classroom teaching. But, how proficient it is for the teachers to use the multimedia teaching? Among the students surveyed, 75.31% believe that they are very skilled or skilled, and 24.44% think that they are generally familiar, while only 0.25% of the students consider they are poor. This reflects from one side that the vast majority of the students agree with the teachers' multimedia teaching levels.

2-2. The evaluation on the multimedia courseware by the teachers

The majority of the students surveyed hold the positive attitudes to, both in terms of the quality and component of the multimedia courseware used by the teachers in our college in the multimedia teaching, and the intuition and the aesthetics of the courseware contents, but 12.75% of the students think the component of the coursework pictures (including animation) is too small. This remembers the teachers that at the time of making the courseware, they should pay attention to increasing the graphics, images, animation, and videos, to make the coursework both excellent in texts and pictures, lively and vivid, and dynamic, to improve the effect of the classroom teaching.

2-3. The evaluation of the teachers in the multimedia teaching process and the teaching effect

The vast majority of the students approves of the multimedia teaching in highlighting the key teaching points, scattering the difficult points, inspiring the students, and the mutual exchange and interaction between the teachers and the students and other aspects. But 10.02% of the students think that the multimedia teaching is poor or very poor in promoting the mutual exchange and interaction between the teachers and the students, and the solution is that the teachers appropriately increase the interaction in the teaching process. Among the students in the investigation, the students have comparatively more consistent evaluation of the multimedia teaching effects, such as stimulating students’ interest in learning, improving the teaching qualities, helping to understand the curriculum contents, promoting the students' thinking abilities and promoting the integration of the theories with the practice, and on the whole they are sure. But as far as the problem that multimedia teaching can help students memorize, and improve the absorption of the classrooms, there are 9.48% of the students thinking that it is poor or very poor. In this kind of circumstance, is it related to the fast pace of the multimedia teaching? Or are there other reasons? It is worth our consideration. Concerning the teachers’ teaching speed in the use of the multimedia teaching, 61.71% of the students think that it is suitable or very suitable, and 25.94% of the students think it is appropriate, but 11.84% of the students think that it is too fast, which is also reflected in the investigation on the problem of students' notes in the multimedia teaching. 23.56% of the students think that the multimedia teaching has a certain influence on the students' poor notes, which shows that a considerable part of the students are not very adaptive to the multimedia teaching rhythm. This reminds that the teachers in the multimedia teaching should pay attention to controlling the teaching speed, and should grasp the rhythm, to balance the student notes, and give the students time to think.

2-4. Evaluation of the classroom multimedia teaching equipment

As far as the multimedia teaching equipment in our institute, 51.13% of the students think that it is good or very good, and there are 41.60% of the students thinking it general, while only 6.77% of the students think that it is poor and only 0.50% of the students choose the very poor. As far as the clearness of the projectors, the volume of the amplifiers, and the position of the projection screens and other issues, the majority of the students surveyed approve. In addition, among the students surveyed, concerning the default rate of the classroom multimedia equipment, 4.58% of the students think it is very high, and 34.86% of the students think it is high, while 46.05% of the students choose general, and 14.50% of the students choose a few. This shows that the failure rate of the classroom multimedia equipment is relatively high. Then, when the classroom multimedia equipment malfunctions, how is it to influence the class? 19.10% of the students think that it has great influence, and 50.75% of the students think that the impact is relatively large, while 30.15% of the students think that the influence is general or rare. Therefore, the higher fault rate of the multimedia equipment should arouse the attention of the relevant departments, and we should strengthen the management and maintenance of the equipment to provide assurance for the smooth multimedia teaching.

3. Construction of the optimization measures based on

the analysis

According to the above description and based on the questionnaire analysis, the optimization measures can be constructed from the following aspects, here taking the university English teaching as an example:

3-1. Innovate the teaching philosophy of the teachers

This new teaching mode also puts forward new requirements to teachers' qualities. First, teachers are required to transform from the knowledge inculcates in the traditional teaching into the disseminators and guides of the students in learning, knowledge, and treat the teaching as the activities to promote the development of students. University English teachers must walk out of the barriers of the traditional educational concepts, improve their own qualities, and reconstruct the educational concepts. Teachers should not pursue the passing rate of the Band Four and Six as the goal, but should rely on the multimedia to fully develop the personality of every student, to give them the equal chance and equal rights to fully perform their special talents, to create the necessary classroom atmosphere for the development of the uniqueness and richness of the spiritual world of the students. And to open the rich inner world of the students, students must establish good relationship with the teachers, and the students and the teachers should be mutually equality, mutual respect, mutual trust, and mutually understand each other. Secondly, teachers should give full play to the main role of the students, and make the students actively participate, and have equal opportunities. In the process of teaching, change "What I say goes" of the monologue mode to "speak our minds freely". Let the students enjoy the full powers and opportunities of speech, and encouraged them to speak their minds freely. The teachers should respect the "discourse right" of the students, listen carefully to each student to speak, and should not use the standard of right and wrong to measure the expression of the students, to truly reflect the diversification of the subjectivity of the students. The language exchange between the teachers and the students, and between the students themselves, can cultivate students' abilities by using the language. Third, teachers should change from the professional "professionals" into the comprehensive "generalists". The multimedia teaching can provide a lot of information in a short time, and these complex information cover and contain everything, in astronomy and geography, and nothing needed is lacking. If the teachers want to easily control this information, they are required to develop from the "professionals" to the "generalists". Teachers only mastering a single subject will be replaced by the versatile teachers who are all-round developed, knowledgeable and highly cultivated. Therefore, the interdisciplinary teaching of the teachers can overcome the embarrassing situation that they can't do anything while leaving their majors. Only the interdisciplinary teachers can provide more extensive background knowledge in the teaching, and can better promote the comprehensive development of the students. So, teachers should make appropriate changes and adjustments in the teaching objectives, the relationship between teachers and students as well as the interdisciplinary teaching ideas, to adapt to the new requirements of the multimedia teaching environment.

3-2. Strengthen teachers' teaching organization abilities and teaching implementation abilities

The teachers carefully prepare the lessons and the courseware, in order to give a good lesson. To have a successful class, in addition to relying on the teacher's good ability of expression and the solid basic skills, the proper teaching method in the classroom will also play a key role. In the multi-media teaching environment, teachers should update the teaching methods, and helps students to develop the suitable learning method. The traditional teaching mode is based on the spoon-feeding and the cramming teaching method with the authoritative teaching of the teachers at the center. For quite a long time, the university English teaching has been the teaching mode of the teacher’s teaching and the students’ listening, and the students' autonomous learning ability is very poor. In the multimedia teaching, teachers can provide students with a large amount of information in a short time and set up the multi-level learning goal. Facing the dazzling information presentation, and in the face of the multi-level learning objectives and the diversified ways of learning, how to efficient learning, how to make calls to the information resources of various sources, students will not know what course to take. In this situation, the guide of the teachers seems particularly important. Teachers should create rich and colorful teaching situations in the teaching, stimulate the students’ interest in learning, make the students establish contacts between the present learning contents with the known things, and help students to choose the best way to the targets. Teachers should guide and help the students to determine the appropriate learning objectives, guide the students to learn efficiently, master the learning strategies, and develop the self adjustment and self monitoring abilities, to form good study habits. Teachers should guide the students to effectively use the convenient conditions that the schools provide for learning, quickly find the needed information and use it to complete the task of learning on the internet. At the same time, teachers should teach students how to distinguish between the good and the bad information, and how to solve the learning difficulties, so as to realize the transference of the knowledge and skills. All these changes depend on the improvement of the quality of teachers. We should make a determined effort to transform the functions of the teachers, from completing the teaching to the teaching.

3-3. Improve teachers' learning and cooperative abilities

English teachers should learn the education and teaching theories of their own. Through reading and participating in the online newsgroup discussion, subscribe to the contents of discussion on various forums, always pay attention to the new trend in the English teaching and research, renew the knowledge and ideas of the teachers, and improve the teachers' English levels and the research levels of the teaching theories. In addition, through the network, we can also contact and experience the cultures of the English speaking countries, collect a lot of materials that the teaching and the coursework need. In the multi-media teaching environment, the English teachers should strive to learn new knowledge, constantly improve the levels of operations, improve the learning abilities, and treat the learning as an important part of the teaching activities, in order to adapt to the rapid development of the modern science and technology.

In short, in the multi-media teaching environment, in order to adapt to the modern English teaching, and to meet the requirements of the times, university English teachers should improve their own qualities and abilities, change the traditional education ideas, improve the teaching organization and implementation abilities, and should be good at learning and be willing to be cooperative. Only in this way can the teachers improve the service levels, and really meet the needs of the future education, to be competent for this sacred and honorable occupation of the teacher.

4. Conclusion

Based on the analysis of the questionnaire survey (in the survey, a total of 400 questionnaires were sent out, and recycled 398 valid questionnaires, with the effective recovery rate up to 99.5%), the path to optimize the classroom interactive teaching of the institutions of higher learning can be constructed from innovating teacher's teaching philosophy, strengthening teachers' teaching organization abilities and teaching implementation abilities, and enhance teachers' learning and cooperation abilities and other aspects. The university teachers should improve their own qualities and abilities, change the traditional education ideas, and improve the teaching organization and implementation abilities, to improve their service levels.

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