First, for the purpose of long-term education, it inhibits the development of some students' quality;
(A) Multimedia-assisted teaching may weaken students' language ability.
Some natural phenomena and physical pictures were originally described and analyzed by the teacher in wonderful language. Now it is presented to students in the form of computer simulation. Students may understand, but they lose the process of thinking with the help of language. If this continues for a long time, students' language ability may be weakened. If you can describe it clearly in words, try not to use computer simulation; if you have to use it, you should also pay attention to combining it with language narration.
(2)? Multimedia-assisted teaching is not conducive to the development of students' high-quality thinking.
1. Visualization may inhibit students' imagination. It stands to reason that the media is an extension of the human body. On the other hand, while relying on technical means to enhance some sensory functions of the human body, the media also limits the potential ability of some organs of the human body. Multimedia technology can show some abstract things to students in an image and acceptable form.
But the excessive pursuit of visualization may limit the development of students' imagination. A literary masterpiece, made into a TV series and put on the screen, always feels inferior to the original. One of the reasons may be that it shows us too many vivid and concrete things and fills the space of our imagination.
2, stylization may lead to a single thinking.
Multi-directional thinking allows readers to have a broader imagination and re-creation space when interpreting texts. However, when teachers make multimedia courseware, the answers to some questions are designed in advance. Although teachers can design multimedia courseware to be hidden, but the teacher lectures only for the answers designed in advance, and students' understanding of some questions is different.
Even though some students' answers are very creative, they don't match the answers originally designed by the teacher. The teacher had to guide the students into the designed answers again and again. This courseware is highly stylized, the teaching process is fixed, and the system is closed and cannot be modified, which leads to the teacher's inability to adjust the teaching content according to the students' actual reflection, and the inflexibility of the whole teaching process will restrict the students' divergent thinking.
Second, as far as learning objectives are concerned, it is not conducive to the achievement of classroom teaching effect;
(1) overrun inhibition effect:
Because multimedia teaching integrates sound, words, images and animation, the amount of information transmitted to students per unit time is much greater than that of traditional teaching methods, and the information is presented faster and stays in the classroom for a shorter time, while the amount of information received by the human brain per unit time is limited. When the amount of information transmitted to the brain exceeds the receiving limit of the brain,
Not only can the brain not fully receive this information, but it will also receive the interference of this information. After a long time, people will feel dizzy, depressed or irritable. Psychologists' research also shows that when learners keep staring at the screen during the teaching process, their psychological activities will slow down and their thinking will be inhibited by the content of the screen.
(2) teaching without teaching;
When teaching with multimedia, because teachers no longer write on the blackboard, students' attention is mostly focused on computer terminals or projection screens, students don't directly face teachers, pay less attention to teachers' body language, and there is a lack of communication between teachers and students, so teachers' demonstration behavior can't subtly influence students.
It is difficult for teachers' personality to directly infect students and achieve the effect of educating people, and it is also difficult for students to feel that the teaching form is monotonous. The process of education is not only the process of imparting knowledge, but also the process of emotional communication. Therefore, education should not only develop intelligence, but also cultivate emotion, cultivate students' awareness of self-reliance, the quality of being good at cooperation, and the will to endure setbacks. And multimedia teaching is just lacking in this respect.
(3) Multimedia classrooms in physical environment are generally closed, with poor ventilation and poor air quality; In the dim light, it is difficult for students to see the contents on the projection screen and take notes. If you attend classes in multimedia classrooms for a long time, your audio-visual senses will be highly stimulated, which will easily lead to visual fatigue, dizziness and physical decline. The decline of physical fitness in turn affects learning efficiency and is not conducive to the all-round development of students.
Third, the teacher-student relationship is not conducive to its benign development:
(A) weakening the leading role of teachers.
In teaching, some teachers can't make reasonable use of multimedia to assist teaching according to the teaching content and situation, so they unilaterally pursue teaching modernization, blindly catch up with the times and overuse multimedia. The classroom became a multimedia demonstration class, and the teacher became a "projectionist". His job is not to "preach, teach and solve doubts", but to switch courseware page by page and occasionally speak into the microphone.
It feels like a movie is being shown instead of a class. Some teachers sit in front of the computer for a class and don't even move. They didn't say what they should say, and they didn't demonstrate what they should demonstrate. The leading role of teachers has not been properly reflected. To some extent, the use of multimedia also limits the display of teachers' teaching level and personality.
Ignore students' dominant position. Multimedia technology can stimulate students' interest in learning, create an environment for learners to participate, and organically combine imparting knowledge with developing intelligence and cultivating comprehensive quality. However, the courseware designed by some teachers is only the accumulation of words and the reproduction of pictures and teaching materials, which has become a disguised blackboard and book, with no innovation. I believe that as long as the teaching methods are advanced, educational ideas will go ahead.
(3)? Desalinate the emotional communication between teachers and students.
The application of multimedia courseware has increased multimedia as the "third party" of teacher-student communication. The visualization and vividness of multimedia courseware make students pay more attention to the screen, teachers pay more attention to the operation of multimedia and the demonstration of teaching courseware, and there is no eye contact and emotional infection between teachers and students.
In generate, the lively and enthusiastic dialogue between teachers and students is reduced, and the interpersonal information feedback is cold and rigid. Over time, the teacher has become an operator who can only press the keyboard, and the students have become lively spectators.
Fourth, for teachers, this is not conducive to strengthening their basic teaching skills:
(1) Teachers' oral expression ability.
The vividness and vividness of multimedia-assisted teaching give teachers more sufficient and grand reasons to give up the processing and tempering of oral English. For scenes or processes that are difficult to describe, teachers don't have to make great efforts to organize and scrutinize the language, but directly present pictures or processes to students.
The visual effect of multimedia can't replace the beauty of teachers' language and its aesthetic effect. Teachers should not give up the experience and scrutiny of oral English.
(2) Teachers write on the blackboard.
The blackboard writing on the blackboard generally summarizes the teaching content and plays the role of an outline. The blackboard can be circled with chalk at any time, so that students can see it at a glance, which is conducive to strengthening students' understanding and emphasizing key points and difficulties. Teachers can also adjust the teaching content and blackboard writing content at any time according to the actual acceptance of students in class.
In addition, some teachers' timely inspiration in the teaching process can also be shown on the blackboard. In a word, the blackboard writing art of teachers is an education and edification for students, and some will leave an important influence on students, even an unforgettable impression, and play a role in teaching and educating people.