Second, the use of multimedia can increase the classroom teaching capacity.
In the application of multimedia teaching, pictures, words, sounds, music and other means can be used to present teaching information at the same time, so that students can receive teaching information from multiple channels, levels and angles, broaden their horizons, enrich their knowledge and form excellent quality of mutual assistance and cooperation. At the same time, multimedia can also speed up teaching, give students enough time to practice, think and check, and give teachers more time to increase teaching information and answer students' questions. For example, when playing pictures, you can use hyperlinks in the network to display pictures at will, so that teaching activities can be demonstrated compactly and vividly, and the time occupied by teachers' explanations can be saved, which is intuitive and easy to understand, and also saves teachers' time on the blackboard. It can be seen that multimedia teaching has the characteristics of high speed, large amount of knowledge and information, wide but not wide. Using multimedia teaching can make full use of 40 minutes in class to let teachers get more teaching information, let students master more and richer latest knowledge, which is conducive to mobilizing students' thirst for knowledge, thus effectively improving the efficiency of teaching and learning.
As the saying goes, "seeing is believing". Using multimedia technology, teachers can choose content and programs according to students' cognitive characteristics and needs, and display a lot of information that is difficult to describe by computer, leaving a deep impression on students' minds instantly, greatly improving the density and efficiency of classroom teaching.
Third, the application of multimedia courseware should highlight practicality.
The application of modern educational technology in teaching should master an appropriate "degree", that is, it should be used properly. We should not have the illusion that the more modern technologies are used in teaching, the better. Because many traditional teaching methods are simple, practical and effective. If some traditional teaching methods are simple and practical, and the effect is as good as or even better than modern technical means, why go further and further? What we pursue is high-quality teaching effect, rather than comparing with high, precise and sophisticated teaching equipment.
1. Multimedia teaching can't just focus on form and ignore connotation. Multimedia teaching is an auxiliary teaching method that integrates words, sounds, images, animations and images. In teaching, teachers should not set pictures for the sake of pictures, but set scenes for the sake of scenes. If our teachers blindly pursue "luxury" in the classroom teaching process, pay attention to sound, video, animation and projection, let students feel the teaching content with their senses to the maximum extent, and pursue "large capacity" in knowledge transfer, it will not only distract students' attention, but also make them lose sight of one thing and reduce classroom efficiency. So some classes are lively on the surface and broaden students' horizons, but the actual effect is average. Excessive reliance on multimedia teaching means will inevitably make students lose the opportunity to explore knowledge and cultivate their ability, and make classroom teaching become purely audio-visual teaching, which deviates from classroom teaching itself.
There are two teachers in the instructional design of Tian Ji Erma. The first teacher designed: (1) Free reading and thinking: What was the process of two horse races? What's the difference between them? (2) After the students read the text, the teacher made two multimedia courseware of horse racing with FLASH, and asked the students to observe it carefully. (3) After reading, the whole class communicates. The second teacher designed: (1) Please read the text carefully and think about what these two kinds of horse races look like and what are the differences. (2) After reading, each student tries to put the prepared paper on the table. After the program, exchange your thoughts in the group. (3) The whole class exchanged views on the basics. (4) Try to put a pendulum in the group and think at the same time: What are the match sequences for Tian Ji to beat Qi Weiwang? Talk to the class after the performance.
I think the thinking and posing of students in the second instructional design fully expanded the imagination of students and played a very good role in further understanding the text.
2. The application of multimedia should not weaken the leading role of teachers and the dominant position of students. Teaching is a process of interaction between teachers and students. Teachers are the directors and organizers of teaching activities, and students are the active explorers of knowledge. Many teachers have made courseware from organizing teaching to basic training, from re-education to consolidation, and teachers have become computer operators. This not only weakens teachers' ability of teaching art and improvisation, but also deprives students of the right to participate and communicate, limiting students' imagination and development space.
3. Multimedia teaching should pay attention to rationality. The use of multimedia technology in classroom teaching must serve the teaching purpose and help to break through the difficulties of teaching content, otherwise it is unnecessary to use multimedia technology.