<?xml version="1.1" encoding="utf-8"?>
<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">EIR</journal-id><journal-title-group><journal-title>Educational Innovation and Research</journal-title></journal-title-group><issn>3066-8298</issn><eissn>3066-828X</eissn><publisher><publisher-name>Art and Design</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.61369/EIR.2025020020</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>多模态视角下小学英语口语教学的实践探索</title><url>https://artdesignp.com/journal/EIR/1/2/10.61369/EIR.2025020020</url><author>高子珺,刘畅</author><pub-date pub-type="publication-year"><year>2025</year></pub-date><volume>1</volume><issue>2</issue><history><date date-type="pub"><published-time>2025-04-20</published-time></date></history><abstract>随着信息技术的迅猛发展和教育信息化的深入推进，多媒体技术已成为现代教育不可或缺的重要组成部分。在小学英语教学领域，多媒体技术的应用不仅改变了传统的教学模式，更为语言学习创造了更加生动、真实的语境。近年来，以英语趣配音为代表的智能学习软件凭借其独特的趣味性、互动性和智能化特点，为英语口语教学注入了新的活力，成为提升学生语言交际能力的有效工具。本研究以天津XX小学为实践案例，探讨英语趣配音软件在小学英语口语教学中的应用策略及其效果。本研究旨在为小学英语教师提供可操作的多媒体技术应用方案，帮助其突破传统口语教学的局限。同时，通过探索信息技术与英语教学深度融合的有效途径，为推动教育信息化背景下的小学英语教学改革提供理论参考。</abstract><keywords>多模态,趣配音,小学英语口语教学</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1]教育部.义务教育英语课程标准（2022版）[M].北京：北京师范大学出版社,2022.[2]Kaiser, M. (2011). New approaches to exploiting film in the foreign language classroom. L2 Journal, 3(2).[3]Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon.[4]Kress, G. (2010). A Social Semiotic Approach to Contemporary Communication. New York: Routledge.[5]Mayer, R. E. (2009). Multimedia Learning. New York: Cambridge University Press.[6]Reddi, U. V. (2003). Multimedia as an Educational Tool. In Reddi, U. V &amp;amp; Mishra, S (eds.). Educational multimedia: A handbook for teacher-developers. New Delhi: CEMCA.[7]Shih, C. (2007). A new washback model of students&amp;rsquo; learning. The Canadian Modern Language Review, 64(1), 135-161.[8]Williams, J. D., &amp;amp; Snipper, G. C. (1990). Literacy and bilingualism. Longman, 95 Church Street, White Plains, NY 10601.[9]Zhang, S. (2016). Mobile English Learning: An Empirical Study on an APP, English Fun Dubbing. IJET, 11(12), 4-8.[10]Danli, L. (2017). Autonomy in scaffolding as learning in teacher-student negotiation of meaning in a university EFL classroom. Chinese Journal of Applied Linguistics, 40(4), 410-430.</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
