Interest teaching is an eternal topic in school education. And for junior high school students who have no personnel, "the benefits far outweigh the sense of responsibility." Therefore, in the process of junior middle school chemistry teaching, making full use of multimedia technology to comprehensively display the teaching content in the form of three-dimensional sensible images, animations, sounds, text information, etc., can turn reason into interest, abstract into images, and simplify complexity, thus creating a lively atmosphere for rendering teaching situations, effectively stimulating and exerting students' various senses, stimulating students' interest in classroom learning, and promoting students' gradual change from passive learning to active learning. For example, in the content teaching of carbon dioxide, at the beginning of the class, with the help of multimedia technology, I first intuitively played a piece of content about the wide application and importance of carbon dioxide in human society, which gave students a new understanding of carbon dioxide. After watching these clips, the students are full of interest and want to know how carbon dioxide is produced and what other characteristics it has. This has aroused students' learning enthusiasm and enthusiasm, and created a good classroom teaching atmosphere. Atmosphere determines thinking. Under such circumstances, classroom teaching has naturally achieved satisfactory results.
Two, the use of multimedia technology to highlight key teaching, to "electricity" to promote Excellence
Teaching new knowledge is the most important part in classroom teaching. Many chemical phenomena, concepts, laws and chemical reactions in chemistry courses require students to understand, accept, master and digest as much as possible in the new classroom teaching to avoid ambiguity and mistakes in future study and application. Therefore, in the process of junior middle school chemistry teaching, except some contents must be expressed by teachers, we should try our best to learn and make full use of computer multimedia technology to demonstrate intuitively, vividly and interestingly for some important or difficult contents in classroom teaching, so that students can deeply understand and understand chemical phenomena, chemical reactions and chemical laws, so as to achieve the purpose of optimizing classroom teaching. Moreover, due to the age limit of junior high school students, their thinking is still in the development stage of giving priority to intuitive images. Therefore, for teaching activities such as chemical concepts, we should try our best to use multimedia technology to achieve twice the result with half the effort. For example, for the chemical concept "atom is the smallest particle in chemical change", a considerable number of students can't fully understand it in a short time if they only rely on the teacher's oral description, no matter how to explain it. In view of this situation, if multimedia technology is used for vivid animation demonstration, a chemical change process can be clearly reflected ―― molecules split into atoms and atoms recombine into new molecules, then this change process can leave an indelible impression on students' brains and hearts.
Thirdly, the multimedia technology is used to carry out experimental teaching, and "electricity" promotes learning.
Junior high school chemistry is a basic subject characterized by experiments, in other words, experimental teaching is an important part of chemistry teaching. Through chemical experiments, we can not only cultivate students' practical ability and scientific attitude, but also help students better master what they have learned. However, some experiments in junior middle school chemistry are very dangerous, and some experiments that can only be explained through experimental teaching cannot be actually operated. In this respect, the simulation experiment using computer multimedia technology can make up for the teaching defects in this respect. For example, multimedia can simulate the following many wrong experiments to prove the correctness of the relevant chemical principles: when the test tube filled with basic copper carbonate is gradually heated, the mouth of the test tube tilts upward, and the water generated after heating flows back into the test tube, but the test tube bursts; When making oxygen, if the alcohol lamp is turned off first and then the catheter is pulled out, the water will flow back into the test tube and burst. When concentrated sulfuric acid is diluted, it will cause harm if it is not poured into water, and so on. In addition, multimedia can also be used to simulate the toxicity experiment of toxic substances, such as putting two mice into carbon monoxide and air tanks to simulate the toxicity experiment of carbon monoxide; Play some audio-visual videos related to teaching with VCD, such as inflammable and explosive knowledge, hazards, etc. Through the demonstration and simulation experiments of these audio-visual media, students are encouraged to have a further understanding of the chemistry knowledge taught, and the purpose of education and teaching is also achieved.
Four, the use of multimedia technology to analyze the chemical mechanism, promote the "electricity" effect.
It is difficult to get started, but it is not difficult to get started. Chemistry course is a brand-new subject for junior high school students, but sometimes it is too conceptual and abstract to teach and learn. Because of this, some students gradually lose their initial freshness and curiosity, and find it more and more difficult to learn, especially those with poor understanding, weak imagination and weak learning ability, which will fall into a state of confusion and fear. Faced with this situation, if teachers can't solve it effectively in teaching, it will have bad consequences in chemistry teaching. For example, the structure of matter and the mechanism of chemical reaction are really difficult for many students to understand. Audio-visual media is a good assistant to "make things easy". It can simulate the process of chemical reaction and control it synchronously with the teaching process, vividly demonstrate chemical phenomena and chemical processes with its rich expressive force, provide students with sufficient cognitive means to understand and master chemical knowledge, and help them get out of the learning dilemma quickly. For another example, three-dimensional animation can fully show the complete process of charged decomposition of water, and turn many invisible reaction processes into vivid and interesting chemical phenomena.