Conclusions

This article has discussed the development and application of multimedia network technology，and how it has brought tremendous changes to interpreting teaching，breaking the mould of the traditional teaching mode.Firstly，the sharing of rich information resources，fast dissemination of information，open learning spaces，unobstructed communication channels，as well as advantages unmatched by traditional classroom teaching make multimedia-language laboratories useful in both hardware and teaching functions.It can be observed that the application of multimedia-technology in interpreting teaching has resulted in a series of rich teaching content，promoted by a personalized and active language-teaching model.Secondly，the constructivist learning approach to interpreting teaching has resulted in teachers changing from focusing on teaching knowledge to guiding and tutoring students’learning，from the protagonist on the stage to the behind-the-scenes director，and they have become helpers and mentors in constructing meaning and active independent learning for students.Lastly，the creation of the situated-learning environment has improved teaching effectiveness and learning efficiency，and utilizes the SmartClass+multimedia system to actively train and enhance the four bilingual language skills of reading，writing，listening and speaking，resulting in an improvement of student interpreting performance.In addition，the situated learning environment develops students’accuracy，clarity and flexibility，further improving confidence in their own abilities.However，whether multimedia-assisted teaching can achieve the desired effect depends on many factors.Teaching ideologies，the use of multimedia，and the resources available to the unit will all impact the teaching effect.Teachers should use multimedia teaching equipment in a timely manner depending on the situation，in order to give full effect to and improve the impact of interpreting training.