The application of multimedia courseware in teaching has promoted the improvement of teaching level in our school, making it easier for students to break through the key and difficult points of teaching and understand what they have learned more effectively, thus improving the quality of training and teaching. However, multimedia courseware is not perfect in teaching, and there are some problems that cannot be ignored in the teaching process.
The following is my humble opinion on the problems that should be paid attention to in multimedia courseware teaching:
1, the "leading" and "subject" relationship between teaching and learning
In the process of training and teaching, students (students) are the main body and teachers are the dominant ones. No matter what kind of teaching method is adopted, it should be eternal. So should the implementation of multimedia courseware teaching. When designing multimedia courseware, it is often easy to reverse the "dominant" and "subject" relationship between teaching (the means of displaying knowledge and information) and learning (the application of interactive functions). When making courseware, we often emphasize "teaching" but ignore "learning", and always try our best to bind students' ideas into the established process of courseware design, which leads to the teaching courseware becoming "book moving" or multimedia demonstration film, and can not play the most attractive interactive function of multimedia. Classroom teaching with such courseware seems to be rich in content, but the opportunities for students to participate are greatly reduced, and there is not much room for thinking. In essence, this is to transform "teacher-centered" into "multimedia courseware+teacher-centered", thus strengthening teachers' initiative and students' passivity, which leads to the difficulty in exerting students' initiative and enthusiasm in learning, and the final actual effect is definitely not good. Therefore, when designing the teaching process of the whole class, we should focus on the interactive relationship between students and multimedia courseware, teaching content and multimedia, deeply discuss the basic teaching rules and requirements of using multimedia, choose reasonable expression methods, design the most interactive scheme for courseware, and prevent the thinking space of teachers and students from being limited by courseware media and affecting the teaching effect, thus weakening the play of multimedia teaching advantages.
2. Basic skills of traditional teaching
At present, many vocational schools have built campus networks and multimedia classrooms. Many teachers use computers to prepare lessons, and their enthusiasm for making multimedia courseware is rising. More and more teachers use multimedia courseware for teaching. Multimedia courseware-aided teaching has won the love of teachers and students with its vivid, intuitive and vivid teaching form, and teachers have also gained a corresponding sense of accomplishment and honor in classroom teaching. On the surface, the teacher's traditional teaching skills seem to be of little use. Regardless of the teaching content and their own abilities, many teachers are scrambling to make multimedia courseware and use multimedia classrooms. For a time, it seems that if you don't use multimedia teaching, you will fall behind and can't keep up with the modernization of training and teaching. This tendency leads to abandoning the traditional basic teaching skills. Then, is it necessary for the traditional teaching basic skills to exist? Should it be abolished? It should be said that this is a serious question that must be answered and decided. In fact, computer multimedia teaching cannot replace teachers' teaching. After all, machines are not people. People have feelings, but machines don't. And emotional teaching in teaching is by no means dispensable. For example, the teacher's words, eyes, facial expressions, body movements and voices are melodious, which the computer can't do. Therefore, even western developed countries dare not cancel teachers' lectures and replace them with cold computers. Therefore, it can be said that in all aspects of training and teaching, computer multimedia teaching can not be carried out independently, and many aspects still depend on teachers to "speak", "do", "draw" and "act". Traditional teaching basic skills are indispensable teaching means in training and teaching.
3. The quality of teaching courseware.
To implement multimedia-assisted teaching, it is first required to make courseware suitable for teaching. At present, there is basically no systematic and scientific ready-made teaching courseware in the market, especially for petroleum majors. Everything can only be made by teachers themselves. However, due to the limitation of technical level and computer knowledge level, some courseware made can not meet the teaching requirements, and often become formal and rough. Many teachers just make the teaching content into slides for demonstration, which does not meet the requirements of teaching courseware. Even some teachers changed the teaching content into electronic documents and moved them to the screen, which turned into text movement. Imagine how useful such courseware can be.
How to overcome this problem? First, teachers should thoroughly understand the teaching plan and outline and be familiar with the teaching content that needs to make courseware; The second is to train teachers to make multimedia courseware, and ask experts to teach the skills and techniques of making multimedia courseware; Third, purchase equipment, so that teachers have the means to make multimedia courseware; Fourthly, we often hold multimedia courseware competitions and discuss the making of multimedia courseware. This can improve the quality of teachers and the level of using modern teaching technology, thus improving the quality of multimedia courseware and promoting the improvement of training and teaching level.
4. Not all teaching contents need multimedia-assisted teaching.
In teaching, not all teaching contents need multimedia courseware to assist teaching, and some simple and easily accepted teaching contents cannot use multimedia courseware. For example, it is not necessary to use multimedia courseware for the teaching content of junior workers and most senior workers in petroleum engineering. Try to use things that can be clearly explained by objects, wall charts and models. For example, the practical teaching of operation skills can only be realized through physical (or model simulation) training, and multimedia courseware teaching can not replace practical teaching. Only for those complicated, abstract and difficult-to-explain teaching contents, multimedia-assisted teaching can be used to show them vividly, intuitively and vividly, so that the key points and difficulties can be broken through, and students can gradually form correct representations on the basis of accumulating a large number of perceptual materials, thus achieving better teaching results.
5. Multimedia courseware teaching is an auxiliary teaching method.
In the teaching of operation skills, multimedia courseware teaching is only an auxiliary teaching means, not the main teaching means. There are two reasons why it is said to be an auxiliary teaching method: one is the training teaching based on operational skills. Teaching equipment is mostly physical objects or simulation models. Teachers impart skills knowledge to students through physical equipment, and students acquire skills through equipment operation training. For example, the operation items of pumping unit (start and stop, balance adjustment, stroke adjustment, crank pin replacement, maintenance, etc. ) It can only be learned through the training of pumping unit equipment, which cannot be replaced by multimedia courseware teaching alone. Imagine, if you only rely on multimedia courseware to teach operating skills, can you train skilled operators? Second, there are three teaching methods commonly used in vocational training: comprehensive, modular and interactive. Among the three teaching methods, the integrated training teaching method generally does not use multimedia courseware, and the modular and interactive training teaching methods use multimedia courseware alternately. However, the modular practical teaching method can only complete the operation skill training with the help of physical or model simulation, and the multimedia courseware is only used as an auxiliary teaching demonstration. Interactive teaching method is student-centered and relies on students' interaction to achieve its teaching purpose. Without the interaction of students, teaching cannot be carried out. Therefore, in vocational training teaching, multimedia courseware teaching is an auxiliary teaching method.
In a word, modern technology must have modern ideas to adapt to it. The production of multimedia teaching courseware should be centered on teaching needs and aim at serving teaching, avoiding simple application, or deliberately pursuing the artistic conception and function of courseware creation, ignoring students' subjectivity, and not simply replacing students' active thinking with multimedia demonstrations. In addition, whether to use multimedia courseware for teaching should be decided according to the actual needs of training and teaching, and we can't generalize, let alone rush headlong into it. We should give full play to the image, intuition and vividness of multimedia teaching, so that multimedia courseware can better serve training and teaching. Only in this way can we truly grasp the essence of multimedia teaching, create a harmonious and beautiful teaching atmosphere for classroom teaching, and make us play the best role of multimedia in practical teaching application. ：