First, blind application is not good for your health.
At present, in the practice of multimedia teaching, universities, middle schools, primary schools and even kindergartens actively raise funds to build multimedia classrooms, and teachers also actively adopt multimedia teaching experiments. There is no doubt that we should affirm the positive attitude of schools and teachers. But it does not rule out the tendency of "following the fashion" and "blind worship". According to the analysis, multimedia teaching has become the idol of teachers and students to a great extent. Therefore, in some schools, almost all courses and classes are arranged in multimedia classrooms, and students in less than one day have to listen to multimedia teaching in six or seven classes. In this way, students spend 240 to 280 minutes staring at the screen every day. The windows of multimedia classrooms should be shaded and not easily ventilated. In addition, the screen brightness is very high, which is very irritating to students' eyes. Especially staring at the screen for a long time, bored in the dark classroom, is easy to cause visual fatigue and dizziness, and the learning efficiency can be imagined, which also brings some disadvantages to students' physical and mental health. Therefore, excessive worship and dependence on multimedia teaching and comprehensive multimedia teaching will not only fail to give full play to the advantages of multimedia teaching, but may also be counterproductive.
Second, the dominant classroom, passive teaching
Hegemony in multimedia teaching. In modern teaching, the consistent view is to emphasize students' subjectivity and give play to teachers' leading role. However, in teaching practice, multimedia dominates the whole teaching process, and almost all teachers and students "retreat to the second line" and become passive teaching and learning. Therefore, when using multimedia teaching, teachers' leading position in teaching can not be ignored, and students' subjectivity can not be ignored.
Third, make overall arrangements and ignore tradition.
In modern teaching, traditional media include chalk, blackboard, specimens, models, wall charts and so on. Electronic media include slides, projections, movies, television, computers and so on. However, in actual teaching, multimedia teaching not only replaces the chalk blackboard, but also replaces the position of other media, so that all teaching work is "arranged". Multimedia has replaced everything and become the plenipotentiary of modern classroom teaching. Such an overall arrangement will inevitably bring problems, such as: the projection screen can not completely replace the teacher's blackboard writing. In reality, many teachers have left the chalk and blackboard when using multimedia teaching, but "the ruler is short and the inch is long". As a symbol of traditional classroom teaching, blackboard still has some places that modern teaching media can't replace. First, the blackboard has a strong instant reproducibility, and the content can be added or deleted as it is written. In the process of using multimedia teaching, teachers sometimes have sudden inspiration, which is often a moving part of teaching art and inspires teachers to shine in classroom teaching. In addition, a good handwritten blackboard has the function of sketching, reflecting the teacher's style and intangible influence. When students look up, they can see the key points of this lesson at a glance. The purpose of using multimedia is to assist teaching, and its starting point and destination are to improve teaching effect. We should not use multimedia for the sake of multimedia in teaching. According to the teaching content, we should selectively adopt the corresponding teaching methods and means (because some teaching contents are not suitable for multimedia expression at all, and multimedia is not a general media), make rational and comprehensive use of various teaching media, give full play to their respective specialties, including traditional media, and complement each other and use each other. Only in this way can we give full play to the comprehensive functions of various teaching media and achieve the best results.
Fourth, demonstration and simulation lack practice.
The biggest feature of experimental teaching is practicality. Multimedia can be used to simulate experiments that cannot be practiced, and experiments that cannot be done without conditions. However, we must never attempt to replace all experiments with multimedia, that is, experiments that are conditionally completed are also simulated with multimedia, and students are not allowed to do experiments by themselves. In this way, using multimedia to do practical experiments is really a lot easier for teachers, but it will be discounted for students' experimental study.
Fifth, the pattern is complex and flashy.
Multimedia teaching should not be flashy and grandstanding. The application of information technology has injected a lot of vitality into classroom teaching and solved some abstract, rigid and monotonous knowledge points and teaching difficulties that have long plagued teachers. When teachers are pleasantly surprised, they often love animation, sound, special effects and other multimedia effects, and use them all in teaching, so that their electronic lesson plans or multimedia courseware will make a sound every click of the mouse, resulting in animation. Some animations and sounds have nothing to do with their own teaching content. Students are dazzled and bored. Instead of presenting knowledge points, they attract students' attention to irrelevant sounds and animations.
Practice has proved the advantages of information technology teaching, but it also reflects many misunderstandings when many teachers apply information technology to teaching. Therefore, only by facing up to a series of problems, grasping principles and constantly improving and improving can we raise our teaching level to a new level.
The deep integration of information technology and curriculum and the wide application of network technology are bringing profound changes to education and teaching. Multimedia computer is a cognitive tool integrating graphics, characters and sounds, which improves the cognitive environment and changes the presentation, teaching and learning methods of educational content. Under the guidance of advanced educational theory, people pay more and more attention to how to give full play to the role of multimedia-assisted teaching and promote the deepening of primary school mathematics teaching reform from the needs of primary school mathematics teaching. Multimedia-assisted primary school mathematics teaching has been widely accepted. Observing the classroom carefully, we find that there are some problems in the integration of information technology and primary school mathematics teaching: what students can do with their hands is replaced by the simulation demonstration of courseware; Obviously, students need to realize self-imagination, association, experience and perception through text description, but they are assimilated into a kind of cognition and experience by multimedia pictures carefully produced by teachers. This paper attempts to discuss some deviations and misunderstandings in "multimedia-assisted mathematics teaching" and put forward corresponding countermeasures. Source: elf children's information station
Key words: the misunderstanding of multimedia primary school mathematics teaching; Countermeasure source: elf children's information station
With the continuous improvement of social informatization level, computers have been widely popularized and applied in various fields of society. People have realized that the application of new educational technology with computer as the core has updated teaching means, teaching methods and teaching modes, which will impact people's traditional education and teaching concepts and inevitably lead to changes in educational ideas, teaching theories, teaching systems and teaching contents. As an effective auxiliary teaching method, multimedia technology has played an active role in many mathematics classroom teaching, but there are also many problems in practice. We can clearly see that gorgeous multimedia technology fascinates teachers and forgets the origin of education.