(1)。 Neglecting the dominant position of teachers in teaching 

    In the past, the main traditional teaching mode is that teachers teach in class, and students attend lecture。 Students are easy to fatigue and the teachers also do not have interest after a long period of teaching。 But when the multimedia technology is used into the classroom, the relationship between teachers and students can be easily linked together。 Although this breaks through the traditional education mode, multimedia has become a necessary tool for teaching。 We should remember the teachers act a important role in teaching。 Multimedia is a modern means of teaching, and it can indeed improve certain effect in teaching, so some teachers think of multimedia as the effect of panacea, overusing multimedia。 It results to the feeling that the students are watching the teacher acting。 Multimedia is a means to implement teaching, but it is not the only way。 As a teacher, we should grasp the leading position in our teaching。 The multimedia is a kind of teaching tool, teachers should operate the teaching content flexibly to get the best teaching effect。 Teachers should freely play their role in the operation of the multimedia。 So as to communicate information in English, students need to gain strong capability in reading, listening, or other aspects of English ability。文献综述

    (2)。 Neglecting improper use of multimedia 

One of the functions of the courseware is to assist teaching。 Teaching assistance concludes many measures but its main part is about the contents of the class。 Our class will be meaningless if we can not tell apart the main content。 Many coursewares are well-designed with all kinds of video and GIF no matter whether they are useful to the class。 Some parts of their courseware have nothing related to what student need to learn but can raise student’s huge attention。 Those worthless parts of courseware will take lots of unnecessary time with name of “a great deal of information”, without the consideration of whether they can help student master the real knowledge。 Those courseware takes the student’s reaction as their objectives but not the real knowledge。 We can find even students have good reaction to the class but indeed they can not grasp the real knowledge through test。 Therefore, what we need to think carefully is that we should apply the multimedia correctly and efficiently。

    As we all know that the amount of information that traditional teaching contains can not be compared to the multimedia’s。 But according to the real practical experience we know that the efficiency of the class can not be improved if the multimedia is used incorrectly。 Even worse, it will constrain student’s understanding of the class。 Nowadays, in order to strengthen the density of the class, many teachers will use multimedia applications to make the class as full as possible, specially those exercise class and review class。 Teachers are eager to provide students with as much as possible knowledge and ignore the rules of learning which makes students feel tired。 Meanwhile they become in a difficult condition。 This is the obvious example of the misapplication of the multimedia。 Many other teachers ignore the right time of using the multimedia or omit the modification when they use other’s courseware。 These aspects both will cause severe problems in the links of class。 Therefore, teachers must know when and how to use courseware。 Only in this way, can multimedia promote the efficiency of the class。

    (3)。 Neglecting the main role of students

    If we can get a good quality is depend on how teachers prepare their lessons and how they organize their lectures attractively with rich information。 Sometimes teachers take most of the class time to explain the language points, grammar rules and so on, while the students have seldom opportunities to practice what they have learned。 Consequently, students turn out to be passive receivers of the language knowledge。