Construction and Research of Constructive English Teaching Model Applying Multimodal Neural Network Algorithm

This article draws on previous research on constructive English teaching models and uses multimodal neural network algorithm theory and constructive English teaching as the theoretical basis, experimental research method, questionnaire survey method, and evaluation method. In this article, we propose a multimodal neural network consisting of a multiscale FCN module and an LSTM module. The network focuses on both the multiscale geometric spatial features and the numerical time-dependent features of the time series curves, and with the comprehensive knowledge of their characteristics, it can better distinguish the classes to which the series belong. A large-scale perceptual field is achieved by null convolution in the model to ensure that the training pressure does not increase significantly. A series of experiments on the UCR dataset verifies the effectiveness and superiority of the model. Simulation experiments were conducted to build the proposed constructive English teaching model based on a multimodal neural network algorithm, and a test environment was built for use case testing. The experimental results showed that the algorithm can be better applied to constructive English teaching and has better adaptability and accuracy in various scenarios. At the end of the experiment, a posttest of grammar level was conducted in two classes to test whether the constructive English teaching model based on the multimodal neural network model could help students improve their English grammar skills. The results of the data analysis showed that the mean score of the experimental class was significantly higher than that of the control class, and the experimental class showed a more significant improvement, indicating that this new constructive English teaching model was beneficial to improving students’ English grammar skills. The interaction strategy proposed under the constructive English teaching model can effectively improve the interaction between teachers and students. This positive feedback effect can provide front-line teachers with corresponding teaching references.