英语-高中生英语学习动机的现状调查和提升途径研究

摘要高中阶段的英语学习是英语学习的基础，也是基础的英语知识奠定的重要阶段。因此此段学习过程是整个英语学习过程中最为重要的。高中时期的学生正处在青春叛逆时期，激发和挖掘学生内心深处的学习动力与学习兴趣是这一时期十分重要的教学手段，也是符合新课改教学要求的大胆尝试。本文旨在通过调查和相关的问卷分析得知，目前高中学生学习英语的动机以及在学习过程中所面临的问题，分析了其中的形成原因，根据学生学习的动机特点探讨了提升高中生学习英语动机的途径。同时，根据每类动机进行具体培养方式分析：如改进教学方法并运用到教学内、小组合作、直接表达、事实鼓励、妥善运用教学语言、设置教学评价等多种提升英语动机学习的途径，在分析后调动主客观因素来调动高中生学习英语的热情。关键词：高中英语；学习动机；提升途径；激发；培养

ABSTRACTHighschoolEnglishlearningisthefoundationofEnglishlearning,butalsoanimportantstagetolaythefoundationofEnglishknowledge.Therefore,thislearningprocessisthemostimportantinthewholeEnglishlearningprocess.Highschoolstudentsareintherebelliousperiodofyouth,tostimulateandexcavatethestudents'innerlearningmotivationandinterestisaveryimportantteachingmethodinthisperiod,anditisalsoaboldattempttomeettheteachingrequirementsofthenewcurriculumreform.ThispaperaimstofindoutthemotivationofhighschoolstudentstolearnEnglishandtheproblemstheyfaceinthelearningprocessthroughtheinvestigationandrelevantquestionnaireanalysis,analyzethecauses,anddiscussthemotivationofimprovinghighschoolstudentstolearnEnglishaccordingtothecharacteristicsofstudents'learningmotivation.Atthesametime,accordingtoeachtypeofmotivation,thespecifictrainingmethodsareanalyzed:suchasimprovingteachingmethodsandapplyingthemtoteaching,groupcooperation,directexpression,factualencouragement,properuseofteachinglanguage,settingteachingevaluation,etc.,andmobilizingsubjectiveandobjectivefactorstomobilizehighschoolstudents'enthusiasmforlearningEnglish.Keywords：seniorEnglish;learningmotivation;wayofimprovement;stimulation;cultivation

TableofContentsChapterOneIntroduction………….…….…….…….……..….1ChapterTwoDefinitionandClassificationofLearningMotivation…………….32.1DefinitionofLearningMotivation………….32.2ClassificationofLearningMotivation………………...……………….……4ChapterThreeResultsofAQuestionnaireSurveyonEnglishLearningMotivationofYunyangNo.1MiddleSchoolinShiyanCity…….…………….……………63.1StrongPurposivenessinEnglishLearning…………...……..63.2LowInterestinEnglishLearning…………….……….6ChapterFourWaystoImproveEnglishLearningMotivation………….…….…84.1ImprovingTeachingMethodCorrectly……………………..84.1.1ReasonableTeachingSituation………..…………….84.1.2GroupCooperation………….……………………94.1.3Multi-mediaTeaching………..……104.2UsingTeachingLanguageProperly…………………104.2.1GoodandDirectExpression……………………104.2.2LogicalTeaching……………….…114.2.3EncouragingQuestions……………………..……114.2.4AConciseandMeaningfulSummary……………..….124.3DesigningTeachingEvaluationCleverly……………….…………...…134.3.1TimelinessEvaluation………………...134.3.2DiversityEvaluation……………………..…….……...134.3.3MeaningEvaluation………………….…….……14ChapterFiveConclusion…………………..……..16Bibliography……………………….17Acknowledgements………………..………..…..…18AppendixA……………………..….19ChapterOneIntroductionThenewEnglishCurriculumStandardspointoutthattheEnglishcurriculuminthebasiceducationstageshouldnotonlydevelopstudents’languageknowledgeandskills,butalsohavetheresponsibilityandobligationtocultivatestudents'positiveemotionalattitude.Englishcoursesshouldplayaspecialroleindevelopingstudents'emotionalattitude.Motivationisoneofthemostimportantfactorsinstudents'emotionalattitude,andlearningmotivationplaysakeyroleinEnglishlearning.Foreignlanguagelearningisaverycomplexprocess,whichisbothacognitiveandanemotionalprocess.Becausestudents'Englishlearningbehaviorisdominatedbyconsciousness,so,firstofall,studentsshouldhaveastrongdesiretolearnEnglish,fromthesubjectivegenerationofakindofmotivation,andtheninactiontopaytheimplementation.Thesuccessorfailureofteachers'teachingliesinstudents'learning.Therefore,howtocultivateandstimulatestudents'EnglishlearningmotivationthroughmiddleschoolEnglishteachingisoneofthemainproblemsfacedbyourmajorityofmiddleschoolEnglishteachers.Inordertoachievethegoaloftalenttrainingandstrengthdevelopment,Chinamustimprovethequalityofquality-orientededucation,introduceandlearnadvancedscientificandculturalknowledge,andenablestudentstomasterscientificskills.However,languagesvaryfromcountrytocountry.Inordertoachievecross-culturalexchangeandcommunicationandrealizethetransnationalrelayofscienceandtechnology,talentsinallaspectsneedtomasterEnglishwell.AllaspectsoflifeinvolvetheuseofEnglish.Forexample,importedinstrumentsandequipment,medicineanddailynecessitiesarecloselyrelatedtotransnationaltrade.LearningandmasteringEnglishhelpstoimproveindividualknowledgeandskills,achievecross-culturalcommunication,andthuscontributetotheprosperityofthecountry.However,therearemanyreasonswhyourEnglishlearningresultsareunsatisfactory.Forexample,everyone'slanguagelearningabilityisuneven,andthereisagreatdisparityinlanguageimitationability.Chineseasamothertongue,studentswillunconsciouslyapplyChineselearninghabitstoEnglish,butEnglishandChineselanguagestructureisdifferent,learningandacquisitioncannotberigid,plusthelackoflanguageenvironment,teachersandstudentscannotbeinfluencedbyEnglishindailylife.Students'innerfeelingoflearningEnglishisalsodifferent.Forexample,students'confidenceinlearningChinesewillbedifferentfromstudents'confidenceinlearningEnglish,feelingthattheyarenotcapableorevenunabletocompletethetask.Therefore,onlywhenstudentsdonothavegreatdifficultiesinlearningEnglish,studentswillhaveconfidenceinlearningEnglishandbemoreconfident.WhenyoufeelhappyinEnglishlearning,youwillmobilizetheimpulseofstudentstolearnEnglish.Thus,itcanbeseenthatitisextremelyimportanttostimulatestudents'motivationinEnglishlearning.Thispaper,throughaquestionnairesurveyofYunyangDistrictNo.1MiddleSchoolinShiyan,HubeiProvince,studiesthereasonsforthelackofmotivationinhighschoolEnglishlearning,andmakesamultidimensionalanalysisaccordingtothespecificsituation,soastoprovidesometeachingideasforEnglishteachers.ForEnglishteachingdilemmatoprovidereferenceadvice,makeacertaincontribution.

ChapterTwoDefinitionandClassificationofLearningMotivationNeedtopromotethegenerationofpeople’smotivation,onlywiththemotivation,peoplewilltrytofindtoachievetheirgoals.EnglishlearningmotivationisthereasonanddirectmotivationforindividualstolearnEnglishwell.OnlybyunderstandingwhatEnglishlearningmotivationisanditscomposition,canindividualsbeencouragedtoimprovetheirEnglishlearningeffect,soastoachievecertainneedsofindividual.SimilarlymotivationiscrucialtoEnglishlearning,anddifferenttypesofmotivationwillleadtodifferentlearningefficiency.Therefore,teachersmustunderstandthemaintypesofstudents'learningmotivation,andmakefulluseofthismotivationinthedailyteachingprocesstostimulatestudent’slearningefficiency.2.1DefinitionofLearningMotivationTherearedifferentinterpretationsoftheconceptofmotivationindifferentfields.GardnerandLambertarguedinAttitudesandMotivationinSecondLanguageLearningthatmotivationinlanguagelearningisacomplexsynthesis,whichcombinesanindividual'sdesiretolearnacommunicationtoolwellwithanindividual'sspontaneousextrinsictendency.AndinthearticleMotivationandMotivatingintheForeignLanguageClassroom,HungarianscholarDornyeianalyzedin1998,sortedoutandsummarizedtheexistingresearchresultsonsecondlanguagelearningmotivationproposedbyGardnerandotherscholars.InSelf-DeterminationTheory(SDT;Deci&Ryan,1985)wedistinguishbetweendifferenttypesofmotivationbasedonthedifferentreasonsorgoalsthatgiverisetoanaction.Accordingtotheanalysisresultsofthemainstreammotivationalpsychology,the3Darchitecturemodelofthefieldofforeignlanguagelearningmotivationisproposedbydeeplyintegratingthemotivationandlearningsituation.Itincludeslanguagelevel,learnerlevelandlearningsituationlevel,basedonwhichforeignlanguagelearningmotivationismeasuredanddefined."Whetherthemotivationincreasesgraduallydependsonwhetherlearnerstakeresponsibilityfortheirownlearning."Learningsuccessandfailureareattributedtothelearner'sowneffortsandstrategies,ratherthanotherfactors.Thisdesireisrelativelystrong,andtheindividualalsohasapositivestateoflearning.Therearevariousconnectionsandinterlacingbetweendifferentmotivations.Whenanindividualsetsagoal,heorshewillstimulateoneorseveralkindsofmotivationsinordertoachievehisorhergoal,whichwillbeverystrong.Thedifferenceofmotivationsmayleadtoconflictsbetweeninternalstructuresofmotivations,especiallywhenanindividualwantstoachieveacertaingoal,themotivationsmayproducecontradictionsandconflictswiththegoal.Atthistime,theymayavoideachother,ortheymaydirectlyavoidtheconflict,therewillbedouble-avoidanceconflictandavoidance-avoidanceconflict.InGardner'smodelofsocialeducation,hebelievesthatlearningmotivationispeoplewhodevotemoreorlesstimeandefforttotheirowngoals,thatis,thepsychologicaldrivetolearnalanguagewellwhenanindividualhasacorrectandpositiveattitude.ScholarsgenerallyagreewithGardner'sdefinitionofmotivation.ForeignlanguagelearningmotivationhasnothingtodowithindividualIQ,butisakindofpsychologicaldrive.Thiskindofpsychologicalfluctuationwilldirectlycausethechangeofindividualacquiredbehaviorandaffectindividuallearning.ThefluctuationofEnglishlearningdrivewillleadtodifferentlanguagelearningeffectsoflearners.It'saninternalforce.MostresearchersbelievethattheessenceofmotivationiswhatindividualsproduceatthepsychologicalleveltocompleteallthetimeWhateverthereason,thismentaldrivehelpspeoplepersevereandpersevereinachievingtheirgoals.Therefore,intheaspectoflearning,itisnecessarytomobilizethedriveofstudentstolearnEnglish,sothatmostresearchersbelievethattheessenceofmotivationistheindividualpsychologicallevelhasbeentocompletethings,nomatterwhatthepsychologicalreasonis,thispsychologicaldrivecanhelppeopleinthecompletionofthegoalofperseverance,notafraidofsuffering.Therefore,intheaspectoflearning,itisnecessarytomobilizethedriveofstudentstolearnEnglish,sothatmostresearchersbelievethattheessenceofmotivationistheindividualpsychologicallevelhasbeentocompletethings,nomatterwhatthepsychologicalreasonis,thispsychologicaldrivecanhelppeopleinthecompletionofthegoalofperseverance,notafraidofsuffering.Therefore,inlearning,tomobilizethedriveofstudentstolearnEnglish,sothatstudentscannotbeafraidofproblems,donotretreattoachievethegoalofcompletingthetaskoflearning.Gardner'sdefinitionoflearningmotivationisadoptedinthisstudy.2.2ClassificationofLearningMotivationAccordingtothepurposeofforeignlanguagelearning,somescholarsdivideforeignlanguagelearningmotivationinto"integrationmotivationandinstrumentalmotivation".Studentswithintegrationmotivationlearnaforeignlanguagemainlytointegrateintotheforeignlanguagecommunitysystemandexpecttohavegoodandeffectivecommunicationwiththepeopleintheforeignlanguagecommunity,soastobettercommunicatewithorgetclosetothepeopleintheforeignlanguagecommunity.Gettoknowtheirculture.instrumentalmotivation,ontheotherhand,foreignlanguagelearnerswithInstrumentalmotivationpaymoreattentiontospecificgoalsofmasteringforeignlanguageknowledgeintheprocessofforeignlanguagelearning,aimingatobtainingsomepracticalbenefits,suchasgettinggoodscoresinforeignlanguageexams,gettingjobpromotionopportunities,orgoingabroadforfurtherstudy.Thesalientfeatureofinstrumentallearningisthatlearningisselectiveandthelearningtimeisnotlasting.Accordingtotheinternalandexternaldimensionsoflearningmotivation,itcanbedividedintointrinsicmotivationandextrinsicmotivation.Intrinsicmotivationreferstotheintrinsicmotivationoflearnerstolearnaforeignlanguage,whichmainlycomesfromwithinthelearners.Forexample,learnershaveastronginterestinforeignlanguagelearningandastrongcuriosityandthirstforknowledge.Forforeignlanguagelearnerswithintrinsicmotivation,motivationsatisfactioncomesfromwithinratherthanoutsideforeignlanguagelearningactivities.Thispartofforeignlanguagelearnersdonotneedexternalmeansandincentivesorpunishmenttomotivatethemtolearnaforeignlanguage,becauselearningaforeignlanguageisitsownmotivationforthem.Theirlearninggoalistosatisfytheircuriosityorinterest,tomasterthesubjectknowledgerelatedtotheforeignlanguage,sothattheycangetsatisfactionintheprocessoflearningaforeignlanguage.Onthecontrary,extrinsicmotivationreferstoaseriesofforeignlanguagelearningactivitiescarriedoutbyforeignlanguagelearnerswhoarestimulatedandinfluencedbytheoutsideworld.Thesatisfactionoftheirmotivationcomesfromtheoutsideratherthantheinsideofforeignlanguagelearningactivities.Forexample,somestudentslearnaforeignlanguagemainlytopleaseparentsandteachers,getrewardsfromthem,oravoidpunishment.Students'foreignlanguagelearningbehaviordoesnottakeacquiringforeignlanguageknowledgeasthefundamentalgoal,buttocompleteothertasksandobtainadditionalexternalrewardsafterachievingexpectedlearningachievementstoachievetheirownpsychologicalsatisfaction.ChapterThreeResultsofAQuestionnaireSurveyonEnglishLearningMotivationofYunyangNo.1MiddleSchoolinShiyanCityThroughthedesign,modification,distribution,recyclingandstatisticsofthequestionnaire,theauthorconductedarandomsurveyofthestudentsinthefirstmiddleschoolofYunyangDistrict,ShiyanCity,theteacherinchargeofthequestionnaire,thestudentsfillinthequestionnairerandomly,toensuretheauthenticityofthequestionnairesurvey.Thereare30relevantquestionsinthisquestionnaire.Thefollowingconclusionsaredrawnthroughthequestionnaire3.1StrongPurposivenessinEnglishLearningThecurrentwayofselectingtalentsinChinaisthecollegeentranceexamination,andinordertofollowtheworldtrend,ChinahasmadeEnglishacompulsorypartofthecollegeentranceexamination.However,accordingtothequestionnaire,moststudentslearnEnglishforthepurposeoftakingthecollegeentranceexaminationorstudyingabroad.In2010,MaLanfangpublishedanarticleontheReasonsforStudents'LackofMotivationinEnglishLearninginTianzhongJournal,whichalsodeeplyrealizedtheimportantreasonforstudents'strongpurposeinEnglishlearning.ShesaysitisbecauseofalackofawarenessoftheimportanceoflearningEnglish,StudentsexperiencewhenlearningEnglishlessthanhappy,graduallylostthemotivationtolearn.AndEnglishasacompulsorysubject,studentsintheheartofakindofhavetolearntheidea.Oftenthiskindofthoughtdominatesthestudents'learning,makingthem"painandpleasure"inlearning.3.2LowInterestinEnglishLearningAccordingtothequestionnaire,manystudentsarenotinterestedinEnglish,thefirstreasonisthepoorfoundationofEnglish.FromthebeginningoflearningEnglishdidnotcultivategoodlearninghabitsofstudents.Languageacquisitionisaprocessthatrequiresstudents'continuouscontactandapplication.ThesecondistotakeEnglishlearningasaburden.Primaryschoolisthestartingpointandimportantstagetocultivatestudents'interestandhabitoflearningEnglish.Theclassroomshouldbefullofcolorfulgamesanddiversifiedinteractivesituationalperformances,buttheexcessivelackofmechanicaldrillsincontextandfrequentdoingproblemsanddictationofwordswillmakechildrenthinkthatEnglishisonlyasubjectofexamination,whichisaburdenandpressure.IjustlearnEnglishtocopewiththeexam,naturallylostinterestinEnglishlearning.Inhermaster'sthesis,QiaoXiaoying(2012)wrote:"Highschoolisanimportantstageofyouthdevelopmentandlanguagelearning.Studentsatthisstageareintheearlystageofpsychologicaldevelopment.Theirthinkinggraduallybecomesmatureandtheiremotionalstabilitygraduallyimproves,butatthesametime,theyalsofacegreatpressuretogotoschool.LearningEnglishisonlyforcedbythepressureofcollegeentrance,passiveacceptance,learningeffectisnotgood;Ortheyjustloseinterestandgiveup."[4]1Fromthispointofview,howtostimulatestudents'Englishlearningmotivationisacommonproblemfacingteachers.ShenYueqiang(2012)thinkthatthismotivationfactorisamotivationfactorfromtheheartofstudentswithstrongsubjectivity,whichcanencouragestudentstogivefullplaytotheirownsubjectiveinitiativeandcompleteEnglishlearningtaskshappily.Itisamanifestationofstudents'intrinsicmotivationinlearning,whichisalsocreatedbythe"integrativemotivation"theoryintheclassicmodelofGardnerandLambert.Itistheconcreteapplicationoflearningmotivationtheoryinpractice.

ChapterFourWaystoImproveEnglishLearningMotivationofSeniorHighSchoolStudentsEnglish,asthemostimportanttoolforinternationalcommunication,isbecomingmoreandmoreimportant.Therefore,EnglishteachingplaysanimportantroleinChina.ResearchersarethinkingaboutwhystudentsencounterbottlenecksinEnglishlearning.WhyisitthatstudentsstillhavepoorEnglishlearningresultsafterspendingalotofhuman,materialandfinancialresources?Webelievethatmotivationtolearnisthemostcriticalfactorinfluencingthelearningprocess.Motivation,asanimportantcontentinpsychology,hasbeenrepeatedlystudiedanddemonstratedbymanypsychologyexpertsathomeandabroad.Intheteachingprocess,duetothelackofmotivationofmanystudents,itisdifficultforteacherstoeffectivelyimplementEnglishteaching.Sohowtomotivatestudentstolearn？4.1ImprovingTeachingMethodTheultimategoalofimprovingmathematicsclassroomteachingmethodsistoimprovetheeffectivenessofteachers'teaching,achievethepurposeofimprovingtheefficiency,efficiencyandeffectofstudents'learning,andfinallyletstudentsandteachersimproveanddeveloptogether.Thepremiseofteachingeffectivenessistoconformtoregularity.Teachingactivitiesaretheactivitiesofcultivatingpeople.Onlybyrespectingthelawofhumandevelopmentandthelawofteaching,canteachingbereallyefficient,efficientandeffective.4.1.1ReasonableTeachingSituationIfateacherwantstoimprovetheclassroomteachingeffect,hemustpayattentiontotheroleofclassroomteachingenvironment,shouldcreateagoodandpositiveclassroomteachingenvironment,makeitbecomethecatalysttoimpartknowledge,cultivateinterest,enlightenwisdom,improveconsciousness.Ideologicalandmoralteacherscreatespecificscenesoratmosphereswithimagesasthemainbodyandfullofemotionsaccordingtothetextbooks,soastopromotestudents'emotionalexperience,stimulatestudents'learninginitiative,helpstudentsquicklyandcorrectlyunderstandthecontentofideologicalandmorallearning,promotethecomprehensiveandharmoniousdevelopmentoftheirpsychologicalfunctions,andimprovetheefficiencyofideologicalandmoralclassroomteaching.Teachingsituationisalearningenvironmentforstudentstoactivelyconstructlearning.Ofcourse,theteachingenvironmentcreatedbyteachersmustconformtostudents'cognitivestatusandlifeexperience,anduseteachingsituationmaterialsrelatedtostudents'lifeandpracticalexperience.Asonecurriculumexpertpointsout,"togetastudentwhereyou'regoing,youhavetoknowwhereheis."Agoodteachingenvironmentmustbesomethingstudentsarefamiliarwith,somethingstudentscanfindorbesimilartointheirpersonalexperience,andcanunderstand.Teachersgettoknowstudentswellthroughhomevisits,conversationswithstudentsandparticipationinvariousactivitieswithstudents.Onlyinthisway,whencreatingateachingsituation,canwefindandscreenoutthecurriculumresourcesthatstudentsareinterestedin,challengingandcanfreelyparticipateinexplorationandinnovationintheirfamiliarlife.Teachingsituationisalearningenvironmentforstudentstoactivelyconstructlearning.Ofcourse,theteachingenvironmentcreatedbyteachersmustconformtostudents'cognitivestatusandlifeexperience,anduseteachingsituationmaterialsrelatedtostudents'lifeandpracticalexperience.Thenewcurriculumrequiresteacherstohavetheawarenessofcurriculumresources,andtodevelopandutilizetheavailablecurriculumresourcesinschool,outsideschool,natureandcommunity,aswellastheinformationcurriculumresources.Onlyinthiswaycantherebealargenumberofmaterialstochoosefrom,andfromwhichthemostappropriateuseandcreationofteachingsituationcanbeselected.Asonecurriculumexpertpointsout,"togetastudentwhereyou'regoing,youhavetoknowwhereheis."Agoodteachingenvironmentmustbesomethingstudentsarefamiliarwith,somethingstudentscanfindorbesimilartointheirpersonalexperience,andcanunderstand.Teachersgettoknowstudentswellthroughhomevisits,conversationswithstudentsandparticipationinvariousactivitieswithstudents.Onlyinthisway,whencreatingateachingsituation,canwefindandscreenoutthecurriculumresourcesthatstudentsareinterestedin,challengingandcanfreelyparticipateinexplorationandinnovationintheirfamiliarlife.4.1.2GroupCooperationThroughmyteachingpractice,"groupcooperativelearning"althoughhasachievedsomeresults,butwealsonotdifficulttofind,intheprocessofguidingstudentsingroupcooperativelearning,theorganizationofsomeactivitiesoftenbecomeamereformality,groupactivitiesstayinthesuperficiallevelofyousayyou,IsayI,didnotachievetherealsenseofcommunication,communication,interaction,explorationeffectbetweenstudents.Then,howtoeffectivelycarryoutgroupcooperativelearninginclassroomteachingtoachievethepredeterminedpurpose?InthearticleStudyontheEnglishLearningMotivationandLearningStrategiespublishedbyHuangChen(2020),itispointedoutthatdevelopinglearningstrategiesisextremelyimportantforthewholelearningprocess.Hepointedatfirstofall,weneedtobuildupateamspiritandawareness.Whenorganizingexchangeactivities,weshouldmakestudentsrealizethatagroupisarelativelyindependentgroup,andeachmemberisamemberofthisgroup.Theeffectivenessandsuccessofgroupcooperativelearningdependsoneachmember'sowneffortstoacertainextent.Itmustbethroughcommunication,cooperation,seekingcommongroundwhilereservingdifferences,andmutualpromotionamongteammembers.Whenteammembersmakeprogress,letthempersonallyfeelthatitistheresultofjointefforts,containsthecollectivehonor."Themembersofthefirstgroupareactivelyspeakingandlisteningwhendiscussingproblems.Theywillbesuccessfultogether!""Canyoutellushowyourteamisdoing?"(Askingstudentstoreportresultsrepresentstheopinionsofagroup,andthegroupmemberswillbeproudofit,willlistencarefully,andwillbepreparedtoadd.)"Whowouldliketorepresenttheirgroupanddemonstratetheprocess?"……Students'teamworkspiritandsenseofcooperationneedourcontinuousguidanceandcultivationtograduallyform,wenotonlyletthemgraduallyfeelthehappinessoflivingandlearninginthegroup,butalsoteachthemtolookattherelationshipbetweentheindividualandthecollectiveobjectively,soastobetterstimulatetheircollectivesenseofhonor.4.1.3Multi-mediaTeachingLiuMengjunwriteaparagraphinhermaster'sthesis,AsurveyontheUseofMotivationalRegulationStrategiesinEnglishlearningamongHighSchoolStudentssays:“NowdayswiththedevelopmentoftheInternet,teacherscanalsocollectrelevantinformationaboutMRSthroughtheInternetandunderstandthem.Itmeanshighschoolstudents.IntroducemultimediateachingintoEnglishclassroomteaching,givefullplaytotheroleofmultimediatechnologyinmiddleschoolEnglishteaching,injectnewvitalityintoclassroomteaching,createthebestsituation,soastoobtainthebestteachingeffect,effectivelyrealizeandoptimizethereasonableintegrationoftraditionalclassroomteachingandmultimediaresources,stimulatestudents'interestinlearning,Letstudentsinthedull,limitedclass"move"toachieveawin-winteachingeffectandlearningefficiency.”[7]14Teachingpracticehasprovedthatweshouldmakechoicesaccordingtotheteachingconditionsofourschool,thelearningbasisofthestudentsandtheirownhabitsandspecialties,andmakefulluseofmultimediatechnology,flexiblydealwithandintegratethecontentofthenewtextbook,oradd,ordelete,orconcentrate,orsimplify,highlightthekeypoints,skillfullysolvethedifficultpoints,andmakethecomplexsimple,makethedifficulteasy.Especiallyinthegrammarreviewclass,wewillinputthegrammarexplanationandexamplesentencesintothecomputer(trytomakebeautiful,appropriateuseofart,bold,italic,underline,color,backgroundandpresentationmethods),directlyprojectedtothebigscreeninclass,studentslistentotheteacher'sexplanationatthesametime,butalsoseeclearly.EncouragestudentsatdifferentlevelstoaskeachotherquestionsinEnglishbasedonPowerPointquestions.Atthesametime,thequietandharmoniousmusicbringsstudentsintoavivid,vivi