First, how to scientifically choose multimedia technology to assist teaching
The application of multimedia is to better solve the problems that traditional teaching cannot or is difficult to solve. It does not need any content and any teaching links, and is suitable for multimedia teaching. Multimedia teaching should follow certain principles.
One is to have a purpose. Modern education must pay attention to the actual effect or efficiency of classroom teaching. So no matter what method, it is the most effective and good way to make students change their cognition and behavior. Teachers should make multimedia teaching plans, design various teaching procedures and prepare various materials according to the actual situation of students.
Second, look at the needs. The use of multimedia meets the needs of teaching. Teachers should determine the contents and links of multimedia teaching according to the teaching objectives and teaching materials, and show the cooperation between teaching materials according to the actual situation of students. The selection of materials and the design of exhibition process make the use of multimedia beneficial to the cultivation and development of students' interest and ability.
The third is to ensure practicality. It takes a lot of energy and time to use multimedia teaching, from hardware and software to courseware design and production. If there are more economical, time-saving and labor-saving media alternatives, there is no need to use multimedia.
Teachers should start from teaching practice, combine subject characteristics, teaching objectives, teaching content and students' understanding level, find the best combination point and choose multimedia technology reasonably. There is no need to use multimedia-assisted teaching for what many students can master through self-study, or what they already have in social practice or life experience, or what they can understand under the simple guidance of teachers.
Second, how to fully demonstrate the unique functional advantages of multimedia-assisted instruction
The key of multimedia application is to solve the problems that other teaching methods can't achieve in teaching, which can effectively highlight the teaching focus, break through the teaching difficulties and show its unique functional advantages.
(1) Being able to demonstrate flexibly.
Multimedia-assisted teaching can promote two-way interaction between teachers and students. Teachers can understand learning ideas and learning effects according to students' feedback information, adjust teaching methods in time, and guide students to learn in a targeted manner. Through the control of interactive buttons, students can enlighten and understand what they can't understand at the moment in interactive demonstration, which makes up for the shortage of using blackboard writing or wall charts to explain static pictures in the past, and enables students to grow together in teaching interaction.
(b) The details can be displayed in real time.
Using multimedia teaching can also decompose and amplify some hidden, too fast and easily overlooked phenomena, so that students can observe the details that they can't see at ordinary times, thus enabling students to gain rich perceptual knowledge. For example, in physics teaching, multimedia fast recording and slow playing can be used to show the deformation and movement changes of football, so that students can observe and feel repeatedly, learn the observation methods from the outside to the inside, and promote the improvement of students' observation ability
(3) Being able to simulate and demonstrate microscopic and abstract things.
The contents of the micro-world such as molecules and atoms in chemistry are abstract, which is difficult for students to understand. Teachers spend a lot of words, and students can only grasp the learning content from the theoretical level, so it is difficult to gain perceptual knowledge of molecules and atoms. But if you use multimedia, you can break through this learning difficulty. For example, the teaching of "the movement of water molecules" in junior middle school chemistry requires students to analyze "the three-state changes of water" from a microscopic point of view. It is difficult for students to imagine how water molecules keep moving and whether the number and size of water molecules will change during the three-state change of water. Students' imagination, discussion and understanding can only be limited to language description. If teachers use multimedia teaching, they can change from static to dynamic, from small to large, draw students from the macro world to the micro world, and eliminate the doubts in students' hearts through image animation (different arrangements and movements of water molecules in three States). The simulation demonstration is intuitive, vivid and vivid, which deepens students' understanding of the microscopic composition and movement of matter and lays a solid foundation for the content after learning. There are also some toxic and harmful experiments and unconditionally completed experiments, which can reflect the functions that other teaching methods can not achieve by using multimedia simulation in chemistry teaching.
Of course, the unique functional advantages of multimedia go far beyond these. For example, the beautiful scenery described in Chinese teaching gives students an immersive feeling. The reappearance of historical figures and their allusions in the history discipline makes students feel Bo Gu's existentialism. The simulation and demonstration of plant photosynthesis in biology teaching can give students wisdom enlightenment.
Thirdly, how to effectively combine multimedia teaching with traditional teaching?
A large number of practices have proved that the application of multimedia in the classroom can stimulate students' interest, promote their active participation, and enable students to acquire knowledge and wisdom. It is an effective teaching tool, but it is a tool and means after all, which can only make up for the shortcomings of traditional teaching, but can not completely replace the traditional teaching mode. Teachers should strive to combine multimedia teaching with traditional teaching and give full play to the best effect of multimedia teaching.
(1) The combination of blackboard writing is systematic and standardized.
Teaching blackboard writing is the most common teaching method in primary and secondary schools. In the classroom, teachers' oral teaching, teaching aid speech and experimental teaching are inseparable from the cooperation of blackboard writing. A good blackboard writing is a miniature teaching plan, which can play an important role in helping students understand the teaching content, inspire their thinking and develop their intelligence. However, some teachers put some necessary "blackboard writing content" into courseware, which is at best a kind of "visual temporary stay" for students, which is not conducive to students mastering the difficulties of learning content and the construction of knowledge system in their minds. For example, in the teaching of the article "Autumn Soul" in junior high school, under the good atmosphere of background music rendering, using courseware to show students the changes of dynamic scenery in autumn is helpful to stimulate students' interest in learning and introduce the learning of text content, but writing on the blackboard is also essential. The seven fragments in the article reveal seven qualities of autumn, which need students to experience and summarize themselves, form a blackboard writing and complete the learning focus. If the content of the designed blackboard writing is directly displayed on the screen, it will limit students' thinking and is not conducive to the formation of students' knowledge system. After the blackboard writing is completed, the purpose is to show the connotation of "soul" with courseware special effects, thus solving the teaching difficulties. Therefore, the use of multimedia-assisted teaching can not completely exclude the traditional blackboard writing, and the ingenious combination of the two means according to the teaching needs will receive unexpected results.
(B) combining vivid "language" and good "posture"
The advantage of traditional teaching lies in words and deeds. Teachers infect students with their own personality charm in face-to-face communication with students, setting a good example for students. In the multimedia teaching environment, teachers need to study the influence of unique posture, language and posture on students. How to deal with the emotional communication between teachers and students, so as to form a unique teaching attitude and language suitable for teachers and form their own characteristics in the multimedia environment. Because multimedia is good at displaying intuitive images and processes, if students are too biased in this respect, they will face the screen for a long time and lack direct and vivid emotional communication between people. Over time, they will be bored and will also affect their rational knowledge learning. Therefore, teachers should properly combine some lectures, make students organize and systematize their teaching knowledge with the help of the beneficial aspects of traditional teaching, and combine intuition with language, posture and posture to play a role together.
(3) Combining necessary experiments and static models.
Using modern educational information technology, giving full play to the teaching function of multimedia, and simulating some complex experiments with computer are helpful for students to understand knowledge. However, the simulation experiment can not fully reflect the role of the experiment, let alone replace the real experiment. As the saying goes, "It is better to do one thing than to see a hundred things." Experiments and static models can directly stimulate students from a variety of senses such as vision, hearing, touch and taste, so as to achieve a profound understanding of the essence and essence of change. And in the process of participating in experimental exploration and demonstrating static models, students can practice directly, feel the operating experience and improve their experimental hands-on ability, which is irreplaceable by multimedia. The theory of educational psychology also believes that only by fully utilizing and coordinating students' multiple senses can the best learning effect be achieved. Therefore, the application of multimedia teaching should be organically combined with certain experiments and static models.