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Application strategies of multimodal smart classroom in teaching English reading and subsequent writing in high school
日本文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文文� In the context of the informatization 2.0 era, the teaching models and learning methods of traditional classrooms have been continuously subverted and reformed. Multimodal smart classrooms can efficiently integrate information technology and course teaching, and are used in English reading and subsequent writing teaching. They can help students conduct in-depth analysis and understanding of the text, thereby ensuring the organic combination of reading and writing, building an effective "scaffolding" for their continuation tasks, and helping them create reading and writing exercises with reasonable plots, similar languages, and outstanding themes. The author believes that teachers should use multimodal smart classrooms to better improve the efficiency and quality of subsequent reading and writing teaching, and implement and develop core subject literacy as a whole.
Keywords: subject core literacy; multimodal smart classroom; reading and writing; high school English
Introduction
"General High School English Curriculum Standards (2017 Edition)" proposes that ordinary high school English courses should make full use of the ever-changing and progressive information technology, efficiently integrate information technology and course teaching, and scientifically and reasonably organize and carry out online and offline hybrid teaching according to the characteristics of English learning, attach importance to creating an information-based teaching environment, select appropriate digital technology and multimedia means to ensure that the application of new technologies such as artificial intelligence and big data is conducive to promoting the implementation and development of core literacy of the English subject (Ministry of Education 2018).
read and follow-up writing As a newer test question type and teaching method, it is an effective carrier and path to cultivate students' understanding and expressive skills. In the subsequent writing task of reading, students must write a story with reasonable plots for a narrative story with a narrative story that lacks an ending. Before that, they must read and understand the text, analyze the main characters, plots and emotional clues of the article, and imitate the style, style and language characteristics of the text. It requires that language output and input are closely combined, which can quickly improve students' language internalization and learning ability ( Wang Chuming , Qi Luxia 2013). This question mainly tests students' ability to imitate the key information of text and their language characteristics, internalize and learn and apply language and language structure, as well as innovative and critical thinking ability (Liu Qingsi, Chen Kang 2016). Therefore, students must fully understand the superficial and deep meaning of the text, explore the main characters and emotional context of the article, sort out the connections between each plot, and imitate the author's language characteristics, stylistic characteristics and style for continuation.
Smart Classroom is an innovative classroom teaching method based on the education informatization 2.0 era, based on the constructionist learning theory, subverts and reforms traditional teaching methods, efficiently integrates information technology and curriculum teaching, builds a new teaching pattern with students as the main body, personalized learning, independent learning and inquiry-based learning, promotes personalized, intelligent, and multimodal deep learning, and then promotes the realization of student-centered teaching models, effectively promotes the cultivation of students' intelligent abilities, and effectively reverses the traditional "teacher-oriented", "lack of evaluation", "insufficient interaction between teachers and students" and "lack of internal and external assistance" English writing teaching model, improves the efficiency and quality of subject teaching, and implements and develops the core literacy of subjects as a whole.
Smart classroom environment provides multimodal teaching methods and platforms for English writing teaching, so that writing is no longer a single sensory cognition of language and text auditory or vision. It can also provide students with pictures, audio, video, symbols, charts, statistical data, etc. to stimulate the use of multiple sensory systems information input and output carriers. Compared with the monotonous and abstract text provided by teachers in the traditional writing teaching model, students can perceive intuitive and vivid information from rich channels and media, and promote their comparison learning and deepen their understanding in observation (Gu Pei 2010).If the Smart Class
class is used in English reading and subsequent writing teaching, it will help students conduct in-depth analysis and understanding of the text, thereby ensuring the organic combination of reading and writing, building an effective "scaffolding" for their continuation tasks, and helping them create reading and subsequent writing exercises with reasonable plots, similar languages and outstanding themes. The following is an exploration and analysis of the application strategies of multimodal smart classrooms in the teaching of follow-up writing in high school English reading.
1. Push personalized preview resources before class, and intelligently guide
The pre-class stage of traditional classrooms. Teachers prepare lessons and arrange paper learning cases for students to preview. Teachers and students lack timely communication and feedback before class. In a multimodal smart classroom environment, teachers selectively push various preview resources related to reading and subsequent writing content based on students' personalized differences, including pictures, sound/videos, charts, exercises, etc., to stimulate students' curiosity in advance, so that they can obtain information through listening, speaking, reading, writing, and watching, perceive and predict classroom learning content, complete preview and self-evaluation or evaluation pushed by teachers on the smart education platform, and conduct personalized learning and answer questions through self-testing, complete teacher-student interaction and feedback before class, thereby realizing intelligent layered learning guidance, cultivating their independent learning ability, and laying the foundation for efficient classroom teaching.
2. Use a clever multimodal environment to build a "stent" for reading comprehension and writing
(I) Use a clever vocabulary cloud map, and wisdom inspire
0 Before reading an article, teachers can present a vocabulary cloud map formed by text content, set up inspirational problems, and guide students to make pre-read predictions. Vocabulary Cloud Chart is a graph composed of key words through an information platform to analyze and reorganize texts according to the text vocabulary appearance rate. After thinking activities such as analysis, synthesis and judgment and reasoning, teachers and students perceive the content of the material, thereby grasping the main theme of the entire article, stimulating students' interest in reading, and enhancing the reading effect (Du Hua 2012). During the prediction process, teachers guide students to make preliminary inferences of text through inspiring questions and vocabulary cloud diagrams, thereby arousing their reading curiosity, activate their thinking, cultivate their inference ability, and create situations for subsequent writing of reading, so that they can easily enter the reading stage to learn.
(II) Use mind map , smart comment
When students finish reading the text, teachers can guide them to use "C-Character, D-Development, and E-Emotion" as the main tools to find out the main characters and plots of the article, sort out the main emotional clues of the article, conceive and draw a mind map, make the text language visualized, the structure and plot of the article clear, build a "stent" for reading comprehension for students, and also clarify their ideas for their continuation of the plot. Taking mind maps as the entry point, the original concepts in the learner's cognitive structure are stimulated and concretized into thinking diagrams, providing a conceptual framework for learning new knowledge, and substantively linking new and old cognitive structures, thereby effectively promoting learning interest and enhancing the effect of meaning understanding (Chen Min 2005). In a multimodal smart classroom environment, teachers can use a tablet to take a photo and share or comment on the same screen after guiding students to draw a mind map, display their works through the tablet, comment on their mind maps, or teachers compare the mind maps of two students to comment on them, and guide students to learn and understand intuitively and vividly, so that they can improve their oral expression ability in observation and comparison learning, so that their critical thinking can be cultivated.
3. Big data analysis and detection in class, smart analysis
After clarifying the main characters, plot context and emotional clues of the article, the teacher designed inspiring questions and adopted various answer forms such as random call-up or student quiz answers in the smart classroom to stimulate students' curiosity and guide them to deeply analyze and predict the possibility of development and the final outcome of the work, laying a good foundation for continuing writing. In the multimodal smart classroom environment, teachers predict the students' imagined outcome in advance, set up question options voting, and publish them on the smart education platform to allow students to make instant answers and feedback, and conduct instant statistics on their predictions through big data analysis.The teacher presents statistics and evaluates the main situations, so as to encourage students to find the key points and reasonably infer the development of the plot, so as to better improve the efficiency and quality of subsequent reading and writing teaching.
4. Group cooperation division of labor continues writing, interactive display and comment, smart cooperation
Cooperation and communication can stimulate interactive thinking, which is conducive to the formation of students' different thinking and critical thinking (Vygotsky 1978). In a multimodal smart classroom environment, after guiding students to speculate on the development of the storyline, teachers can further guide them to conduct group discussions and continue writing, then take photos on the smart education platform to share on the same screen, refer to the scoring standards, conduct group presentation and comments, comment, modify, feedback and reflect on peers' works, and then conduct group discussions to summarize the key points and shortcomings of writing. The reading and writing teaching evaluation in multimodal smart classroom is dynamic, interactive, cooperative, process-based, diverse in form, oral and written, and body language and symbolic language can also be added, so that students can even go to the podium to serve as "little teachers" for evaluation, promoting the formation of a more objective, comprehensive and diversified evaluation. In a smart classroom full of fun and initiative, students' self-confidence is enhanced and their core literacy is cultivated and developed.
5. Smart correction in class, instant evaluation
In traditional classrooms, when students finish writing the composition and submitting it to teachers, the teacher needs to manually correct all students' homework before returning it to students in person. The lag in evaluation often weakens students' enthusiasm for learning and reduces classroom teaching efficiency. In a multimodal smart classroom environment, when students complete the sequel and evaluation tasks, they can take photos under the smart correction function of the smart education platform to perform intelligent correction, and get instant evaluation and correction suggestions. After students make reasonable modifications to their works, they can take photos and upload them again. The teacher can get information about students submitting homework immediately and correct them in a timely manner, thereby enhancing students' enthusiasm for learning and confidence in learning and improving classroom teaching efficiency.
6. After-class sharing creates a personalized corpus , smart review of the old
In a multi-modal smart classroom environment, after-class teachers group and layer according to the individual differences of students, push personalized resources, help them create a personalized corpus, review the old and learn the new, and truly achieve layered expansion and smart improvement. Teachers can also conduct writing material testing based on the knowledge of the corpus, and through big data analysis, they can master students' knowledge weaknesses and the "proximal development zone" and make appropriate supplements to the next classroom teaching.
Conclusion
Under the background of modern information technology, the reading and subsequent writing teaching under multimodal smart classrooms efficiently integrates information technology and classroom teaching content. Their timeliness, efficiency and visualization have caused subversive changes in traditional classrooms, allowing students' curiosity, interest and enthusiasm to learn continuously, independent learning, cooperative learning and inquiry-based learning abilities to be trained and developed, and diversified thinking, innovative thinking and critical thinking are stimulated, so as to implement and develop the core literacy of the subject as a whole. In the process of smart classroom teaching, teachers reasonably and scientifically apply the information technology education platform and smart education platform, use multi-modal resources to create classroom situations, innovate teaching methods, and continuously promote efficient interactive feedback between teachers and students, help students improve their reading and writing skills needed for subsequent writing, and meet the needs of the development of core literacy of subjects.
cited literature
Chen Min. 2005. Mind map and its application in English teaching [J]. Foreign language electronic teaching , (1): 36-41.
Du Hua. 2012. English reading teaching design and practice of word cloud map - taking word cloud map tool wordle as an example [J]. Modern educational technology, (9): 65-69.
Gu Pei. 2010. Cultivate students' image thinking, logical thinking, and complementary dialectical thinking - and talk about the teaching reform of "university liberal arts mathematics" [J]. Teaching in China, (3): 31-35.
Ministry of Education. 2018. English curriculum standards for general high schools (2017 edition) [S]. Beijing: People's Education Press .
Liu Qingsi, Chen Kang. 2016. Research on the design of follow-up writing in the English test paper of the two-year college entrance examination in a year [J]. Foreign language teaching in primary and secondary schools , (1): 1-5.
Wang Chuming, Qi Luxia. 2013. Research on the type of follow-up writing of reading [J]. Foreign language teaching and research in , (5): 707-718.
Vygotsky, L. S. 1978. Mind in Society: The Development of High Psychological Process [M]. Cambridge: Harvard University Press.
(This article was first published in "English Teacher" 2021 Issue 19)
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