【正文】 t situation of multimediaassisted teaching in primary schools Teachers’ thoughts on the multimedia Some teachers think that tradition teaching is good enough. Students still learn well without multimedia. There is no need for teachers to have multimediaassisted teaching. Some teachers think that it is better to have multimediaassisted teaching, yet they don’t know how to operate the multimedia or they can’t operate the multimedia skillfully. The enjoymentprone of the multimedia classWhile designing and using the courseware, the teacher always ignores the regularity of the intentional attention and the unintentional attention on the psychological level because one is concentrated on pursuing the abundant audiovisual and cartoon effects. And it often makes students distribute most of their attention into pictures on the screen so as to distract their attention form the teaching contents, which embody in the pictures of the screen. Thus, the teaching effectiveness is bad. Lecturelike classOne of the multimedia functions is to stimulate the students’ interest. Using multimedia in English teaching is an effective way to help students on study. Multimediaassisted teaching greatly expands the traditional teaching which is the mode of using “a piece of chalk, a wall chart and a written on the blackboard.” With a section of flash animation, video or picture deposition, the wonders of logical arguments will be explained with a result of getting double the result with only half the effort. However, in fact, the result of using multimedia as assistance is not so satisfactory. Many teachers just show the outline of the content on the screen with the software, lacking of pictures, necessary animation and video scenes. The “l(fā)ecturelike” teaching is just the same as the traditional teaching, or even worse。 interest, and create the advantageous condition for them to participate initiatively, which has manifested student39。 guidance and explanation, the students will obtain a prehensive main image, thus form a concept to plete the learning. For example, when teaching a custom, teachers can use multimedia to show the history and other information that the book doesn’t related to students. Then, students will know more knowledge about that custom, and they will feel great interest in it, and then master the knowledge easier and better. Giving full scope to the cognition of studentsThe language study is a process that needs massive practices. The students are requested to listen and talk unceasingly. According to the different capability, the students would possibly like to have practice in different levels. But a teacher is hard to satisfy all students39。 understanding about the abstract and its process, thus introduces the classroom teaching a brandnew boundary. The followings are some advantages of the multimedia along with examples in the English teaching. Exciting students’ interest in learningThe Educationalist Bs the first form of puterassisted Language Learning featured repetitive language drills, the socalled drillandpractice method. It was based on the behaviorism learning theory. The puter was viewed as a mechanical tutor that never got tired. Second, in the 1970’s and 1980’s, cognitive psychology prevailed. The theory which used in the puterassisted language learning was from behaviorism learning theory to cognitive theory. This form of puterbased instruction corresponded to cognitive theories that recognized that learning was a creative process of discovery, expression, and development. The mainframe was replaced by personal puters that allowed greater possibilities for individual work. Third, in the 1990’s the teachers have moved away from a cognitive view of municative language teaching to a constructive view that emphasizes real language use in a meaningful, authentic context. Computerassisted language learning seeks both to integrate the various skills of language learning, including listening, speaking, writing, and reading, and to integrate technology more fully into language teaching. To this end the multimedia provides a range of informational, municative, and publishing tools that are potentially available to every student. Multimedia refers to munication from more than one media source that uses text, audio，graphics，and animated graphics. Multimedia technology allows a variety of media, such as text, graphics, sound, animation, video and etc. to be accessed on a single machine. It is appearing and used in the foreign language teaching as a new technology, while the present foreign language teaching is developing continuously. The characters of multimedia technology will hold an important position, which can’t be superseded in the field of foreign language teaching. It is playing an important role, whose advantages will be more and more obvious day by day. The multimedia resources are all linked together and that learners can navigate their own path simply by pointing and clicking a mouse. It is certainly multidimensional and has great potential for involving the user. Thus, multimedia technologies, which can provide stimulating and interactive to learners, can help teachers improve the quality and the appeal of their instruction. It can reveal the teaching contents vividly, widen the students39。s and 197039。 intelligence, ability and improving their quality. With the extraordinary performance of surmounting the space and time, multimedia greatly strengthens the students39。 interest to study English, but also provides the directviewing scene for students to understand when run up against the abstract texts. The multimedia formats capture children’s interests and provides information in the form of sound and moving images that is not available in text based problems and stories. All of these will be favorable for the students to improve their faculty of observing and mental vitality. Then with the teachers39。s suitable guidance. This kind of int