There are three requirements for the adaptability of teaching media. The first is the adaptability to the teaching situation. The second is to adapt to the characteristics of learners; The third is the adaptation to learning tasks.

First, the adaptability of teaching media to teaching situations is mainly manifested in: the choice of teaching media depends on the form of teaching activities in what teaching situation. If we choose media for collective teaching, we will choose those media that display a wide range of teaching information, such as sound reinforcement, slide show, projection, multimedia projection, TV video and so on. However, the media used for group learning should spread information within the scope suitable for the number of groups and the size of teaching places. Distance teaching can only choose teaching media such as radio, TV broadcast and Internet. For the self-study system, we can choose portable, simple and durable media, such as tape recorders, repeaters and miniature slides. For the teaching situation of vocational skills training, we can choose those media with strong expressive force and special space-time characteristics. For example, you can choose TV, video and movie media, and use their slow-motion and fast-motion functions to express some special skills and actions, which is convenient for learners to understand and imitate.

Second, the adaptation of teaching media to learners' characteristics should take into account the teaching in the same class. Students in the lower grades of primary schools are very different from those in the upper grades of middle schools and adult education. Because the level of abstract thinking of junior primary school students is far less than that of senior high school students, when choosing media, we should first consider those media with strong intuition, simple and clear expression, great contrast between images and pictures, and easy to distinguish between primary and secondary things. Such as slides, projections, models, recordings, pictures, etc. ; For adult education, because adults have strong logical thinking ability and self-control ability, we can consider those media with complex expressions and strong continuity of teaching information when choosing media. Such as TV video media, movie media, language laboratory teaching system, etc. For the learning environment of autonomous learning, we should pay more attention to the age characteristics and ability of learners when choosing media. For younger learners, due to the limitation of media application ability, we can only provide some simple media (simple and cheap media) for them to use and learn. For older learners (such as adults or high school students, college students), more expensive, complex and powerful media can be used, such as multimedia computers, TV recording systems, high-end tape recorders, notebook computers, network teaching systems, etc.

Thirdly, in order to adapt to the learning task, we should consider choosing the appropriate teaching media according to the type of task. For cognitive learning tasks, we can choose animated picture models, slides and other teaching media for teaching, which can receive good teaching results. For the teaching content of emotion, we should choose the media with diverse expression methods, strong artistry and strong appeal. This kind of teaching may have a strong attraction and emotional shock to learners, which is conducive to the realization of teaching objectives. For example, we can choose TV videos, movies, multimedia courseware, video discs (VCD, DVD, MP3, etc. ) and digital audio. For the teaching of skill training, we should choose TV videos, movies and other teaching media with rich expression techniques and time-space breakthrough function.

Second, usability.

We consider three aspects. First, the difficulty of operation control when teachers use media; Secondly, the degree of learners' participation in media use and the difficulty of learners' own operation; Third, it is the ease and convenience of using this medium provided by learning places and school-running units.

When we choose media, we should first consider teachers' ability to use media. If the teacher has strong operation control ability and high media application level, we can choose some media with more functions, more expensive prices and more complicated operations, and vice versa. If this is not the case, teachers with poor media application ability choose high-grade media with complex operation, and teachers may lose control when applying media in class, which will directly affect the normal teaching progress and have a counterproductive effect on the improvement of teaching quality.

According to learners' ability to use media, it is also a very important teaching link to choose media reasonably. For example, in the case of classroom teaching or group learning, we should consider the degree of learners' participation in media use. Pay attention to whether the media is suitable for students to operate and interact. As for the self-study system, we should pay attention to the difficulty of media for students to operate and use themselves. If students can't use the media for the time being, we should consider the time and energy that students need to learn to use the media. Whether we can effectively and conveniently provide available teaching media for teaching places or school-running units is also an important factor we should consider. For example, if we take classes in a multi-media ladder classroom, which is already equipped with facilities such as a multi-media projector, a screen, a video display stand and a multi-media computer, we don't need to consider moving the slide projector or projectors in other places, and use the slide projector to play teaching slides or use the projector to demonstrate teaching slides. Therefore, when preparing for teaching, teachers should consider whether the media we use is ready-made, or whether it can be used through a simple preparation process, and should not consider the teaching units and teaching environment that cannot be prepared and realized.

Third, the cost is low

In addition to the above factors, we should also pay attention to the low cost of media utilization, mainly from two aspects to understand.

First, the cost of media purchase, installation and production; Secondly, it is the use cost of media utilization.

First of all, talk about the purchase and installation costs of equipment. For example, when teaching a certain teaching content, there are many kinds of media to choose from, so we prefer those media devices that can achieve the same teaching effect and have lower purchase and installation costs (that is, those that are not too expensive). Generally, these media are relatively simple and reliable, and the cost of purchasing or making software materials matching these hardware devices may be reduced. If you want to provide a still color picture in teaching, considering the cost and effect, you should choose slides, projections or wall charts instead of videos and movies. The reason is that apart from the great difference in the price of hardware and equipment, the cost of software production is also great, but the teaching effect is the opposite.

Secondly, we should consider the cost of using the media. For the wall chart and projection media in the above example, if the teaching effect of the two media is the same, considering the use cost, we choose to use the wall chart with lower cost instead of the projection media that needs power consumption.

Fourth, high efficiency.

Any kind of media used in specific teaching activities has its special functions and effects. Any kind of media is not very suitable for any kind of teaching situation and any kind of characteristics of learners, and can play the best teaching function and effect. Therefore, for learners with specific teaching environment, specific teaching forms, learning tasks and specific characteristics, we should distinguish different situations and choose those media that can give full play to their superior and special teaching functions and give full play to good teaching effects. Generally speaking, this factor should be considered together with the above three factors. In particular, it is necessary to comprehensively consider cost factors, requirements and efficacy factors, implement the principle of "low cost and high efficiency", reasonably consider various index factors according to the probability formula of media selection, and determine the type and quantity of media selection, so as to minimize the education cost, optimize the teaching environment, improve the efficiency of running schools and promote the improvement of teaching quality.