Confucius, an educator in China, once said, "Knowing is not as good as being kind, and being kind is not as good as being happy." The great power of interest in learning is self-evident. The introduction of multimedia is like a magician in classroom teaching, which has unique advantages in stimulating students' interest in learning. With the help of sound, light, shadow and image, we can turn the far into the near, turn the virtual into reality, and show a large number of perceptual materials directly to students, making the teaching content more concrete, vivid and vivid. Compared with the teacher's abstract explanation and limited blackboard writing, it is easier to induce students' thirst for knowledge, stimulate students' interest and let students enter the learning situation created by the teacher quickly and effectively.
(A) the catalyst to actively introduce and stimulate knowledge.
The ingenious design at the beginning of a class is conducive to creating a good classroom teaching situation. The use of multimedia in this link can stimulate students' strong thirst for knowledge and improve their enthusiasm for learning. Therefore, it is the primary consideration for Chinese teachers to use multimedia in time when introducing new classes.
(2) Additives for creating atmosphere and rendering emotions
In classroom teaching, sometimes there will be a scene that makes our teacher very embarrassed: an article with profound feelings, the teacher has already done as the Romans do, but most students are indifferent and indifferent, and the emotional experience has appeared the phenomenon of "shaving their heads and carrying loads". The rational use of information technology can help us create a good situational atmosphere in teaching, which often produces the effect of "no melody before love" and receives a miraculous effect with half the effort.
(C) colorful and passionate reading enhancers
Using modern educational technology, the silent language materials in the text can be transformed into sensible sounds, so that the language images and emotions in the text can quickly penetrate into students' hearts, so that students can revel in their own voices and feelings and stimulate their desire to read aloud. A text full of beautiful colors, such as "Guilin landscape", is absolutely subject to the display of the text. However, with the intervention of multimedia, the teaching effect has been significantly improved: with the beautiful melody and beautiful recitation, Guilin Mountain on the screen has different shapes and is reflected in the water in the sun, picturesque. The unique charm of the picture is deeply imprinted in the students' minds and cannot be forgotten. Back in the text, the students' mood is at its best, and a cheerful and lively mood rises in their hearts, which promotes the strong desire of "I want to study". At this time, we can guide students to enter the teaching of reading texts with admiration for Guilin's landscape. As students successfully enter the situation described in the text and are infected by the magic and beauty of Guilin's landscape, the passion for reading aloud arises spontaneously.
Second, the use of multimedia teaching to break through the difficulties of Chinese teaching
Obstacles in students' language learning and writing are the difficulties in our teaching. The teaching difficulties of a class often have a certain distance from the students' existing knowledge, which makes students feel confused in their study. The reason is that knowledge is too abstract, too complicated, or too strange. To solve this difficulty, the teacher's explanation alone is often counterproductive. At this time, teachers can play the role of audio-visual media, display knowledge intuitively, vividly and accurately, help students get rid of thinking obstacles, realize a deep understanding of new knowledge, and then highlight key points, break through difficulties, promote knowledge internalization, and achieve the teaching goal of improving their ability.
For example, when teaching the Eye of Eternal Life, we talked about some corneal donations. Because this aspect is far from students' real life, it is difficult for students to understand and accept the literal knowledge in the rigid literal description. In order to smooth the slope of teaching and break through the difficulties in teaching, I used the audio-visual media in teaching and designed such a teaching link: using slides to project the transparent film held by doctors with tweezers, with text descriptions, the teacher showed his views while showing pictures, and illustrated the importance of cornea with a large number of examples. People's awareness of donating corneas is weak. In this article, Linda's father donated her mother's cornea, which is so incomprehensible as a daughter. Many years later, her father died. Linda obeyed her father's wishes and donated corneas, but her daughter thought it was something to be proud of. Having such extraordinary ideas at a young age is simply a shame compared with yourself. Unfortunately, her talented and kind daughter died soon, and she decided to follow her grandfather's example and donate her corneas before she died. The difficulty of the whole paper is the changing process of Linda's mood. Grasping this point in teaching allows students to fully understand the phenomenon and finally understand the meaning of the article.
It can be seen that audio-visual media has narrowed the distance, made virtual reality easier, and made complex and arduous cognitive activities simple and easy, thus helping students to alleviate the difficulties in abstract thinking, logical thinking and language understanding and expression, reducing the difficulty and making the difficulties in teaching break through smoothly.
Third, use modern educational technology to change students' learning style.
In the traditional teaching process, everything is dominated by teachers, and students can only passively participate in the whole process from teaching content, teaching strategies, teaching methods to teaching steps.
The new Chinese curriculum standard puts forward that in Chinese teaching, we should actively advocate independent, cooperative and inquiry learning methods. This concept not only emphasizes the change of learning methods, but also emphasizes that the subject of learning and development is students, and the subject position of students in Chinese teaching has been reconfirmed.
With the help of interactive learning environment such as modern educational technology, students can share and share human learning resources equally, and can choose learning content, methods, strategies and development goals according to their own learning foundation and interests. In this open learning space, students have the possibility of active participation and a world of autonomous learning. Therefore, integrating information technology into classroom teaching can build a new learning mode of "autonomy, cooperation and inquiry", which fully embodies the multidirectional, rich and fast information exchange. The intervention of information technology has changed students' passive listening and mechanical memory in the past, thus transforming it into personalized active participation, discovery, exploration and full expression.
Fourthly, using modern educational technology to optimize teachers' teaching methods.
The new curriculum goal puts forward substantive content and specific requirements for teachers to fully implement quality education under basic education. The goal is to pay attention to students' learning, let them learn to learn, and promote their all-round development and lifelong learning. Under this background, as teachers, while actively participating in this curriculum reform, we should reflect on the educational concept and teaching process in time, re-examine our teacher role and change our teacher role as soon as possible to meet the requirements of the new curriculum objectives.
In the traditional teacher-centered "transmission" teaching method, teachers are the givers of knowledge and students are the receivers of knowledge. The basic process of learning is students' perception, understanding, consolidation and application. Teachers speak, demonstrate and demonstrate on the platform, and students absorb, remember and store them accordingly. They circle the key points in class and copy and recite them repeatedly after class. Facts have proved that the biggest drawback of this teaching method with exam-oriented ability is that it stifles children's creativity and innovative spirit.
In the information-based education environment, teachers no longer regard whether they can explain the teaching materials clearly and thoroughly as an important criterion for classroom teaching evaluation. In the information-based education environment, the role of teachers must be fundamentally changed, from "acting" at the front desk to "guiding" at the back desk, which requires teachers to delve into teaching materials, devote more energy to providing students with rich and orderly learning materials, create the best learning environment for students, mobilize their interest, enthusiasm and initiative in learning, organize students to think and explore deeply in the learning process, and make them study happily and consciously in a lively atmosphere, so as to maximize their learning.
In short, the application of information technology in Chinese teaching is conducive to creating a pleasant teaching environment, stimulating students' interest in learning and thirst for knowledge, fully developing students' ideas and bringing new vitality and vitality to Chinese teaching. It can give full play to students' initiative and creativity, thus creating the most ideal teaching environment for the cultivation of students' innovation ability and information ability, and creating a relaxed and harmonious learning space for the cultivation of students' comprehensive quality.