Jiangsu Xuzhou Yihai Jinchan 2011-11-12
abstract:
In the teaching of ideological and moral course, the rational use of multimedia courseware can optimize the teaching structure and improve the teaching quality. The author will illustrate it with an actual multimedia classroom. However, in the process of multimedia teaching, we also encountered some practical problems and summarized some experiences. This paper will analyze the necessity of the integration of multimedia education technology and junior high school ideological and moral course teaching; The role of multimedia teaching in ideological and moral lessons: the problems encountered in the process of multimedia teaching, from three aspects to reflect on the effectiveness and existing problems of using multimedia teaching in junior high school ideological and moral lessons.
Key words:
Ideological and moral course, multimedia technology, necessity, function and problems
Text:
Since 1990s, computer teaching has been basically popularized in all kinds of schools in our city, and network and multimedia technologies have gradually entered schools. CAI courseware has gradually become an important means of modern education. Advanced modern educational technology has built a technical platform for the realization of the overall goal of ideological and moral course. In the teaching of ideological and moral course, the rational use of multimedia courseware plays an important role in enriching classroom teaching content, optimizing classroom teaching structure and improving classroom teaching efficiency.
First, the necessity of the integration of multimedia educational technology and ideological and moral course teaching
1. This is the development trend of the new curriculum reform.
The Outline of Basic Education Curriculum Reform (Trial) formulated by the Ministry of Education points out: "In the teaching process, we should vigorously promote the universal application of information technology in teaching and promote the integration of information technology and subject courses; Gradually realize the reform of teaching content presentation mode, students' learning mode, teachers' teaching mode and teacher-student interaction mode, give full play to the advantages of information technology, and provide rich and colorful educational environment and powerful learning tools for students' learning and development. "Obviously, it is one of the important contents of the new curriculum reform to apply modern teaching methods to classroom teaching and improve teaching quality and efficiency. In this sense, it is an important content and development trend to realize the integration of multimedia educational technology and subject curriculum.
2. This is the requirement of ideological and moral course itself.
The content of traditional ideological and political course is abstract, and there are phenomena such as "full hall irrigation" and "centralized teaching" in teaching. For a long time, students in ideological and political courses have become indoctrinated "containers", and their subjectivity, initiative and independence have been eroded constantly, and they have become less and less interested and enthusiastic about ideological and political courses. Using multimedia education technology to improve the teaching quality of ideological and moral course is to integrate multimedia education technology into the teaching of ideological and moral course, break through the single mode of "textbook, chalk and mouth opening", broaden the thinking of teaching and learning, stimulate students' interest in thinking and learning, thus improving the teaching quality of ideological and moral course and improving the effectiveness of educating people.
This is determined by the characteristics of multimedia itself.
Social life provides rich teaching materials for the teaching of ideological and moral courses, and it has become a direction of teaching reform to make ideological and moral courses full of rich flavor of life and gradually move towards life. So, how to activate these materials and play their educational functions? Multimedia education technology provides favorable conditions for solving this problem. With its rich colors, sounds, pictures, characters, dynamics and skills, it vividly, intuitively, timely and accurately conveys a lot of social life information, greatly enriches students' learning space, promotes students' independent exploration and life practice, and thus improves the teaching effect of ideological and moral courses.
Secondly, as a modern teaching method, multimedia teaching has played an increasingly important role.
1. Use multimedia to create situations, introduce new lessons and improve students' interest.
In teaching design, creating a situation conducive to students' learning is an important part of teaching, and it is also a prerequisite for mobilizing students' emotions and doing a good job in the whole class. It is an indisputable fact that the traditional didactic teaching method makes teachers very tired and makes students uninterested. Using the unique audio, video and graphic effects of multimedia to create a good learning environment for students can stimulate students' senses, make students immersive, concentrate and improve their interest in learning, thus unconsciously introducing students into the learning hall. For example, I made a multimedia courseware about environmental protection in the lesson of Basic National Policy of Environmental Protection and Family Planning, and set the following situations to introduce the new lesson: The video file Earth began to play in class, and the slowly rotating earth appeared on the screen, accompanied by a text explanation: "The earth is the cradle of all life, and there is only one earth for human beings. Please protect our earth. How beautiful the earth we live in! " Then, show the students some beautiful natural scenery pictures carefully selected by the teacher, accompanied by relaxed and happy background music. The crystal clear river, lush forest, blue sea and colorful underwater world … these scenes bring students into a wonderful artistic conception and arouse their awareness of loving nature and protecting the environment. Just when the students were fascinated by the beautiful scenery of nature, the background music and pictures became another situation. The students heard a deep voice: "But the ball we live in is suffering a disaster!" " "Then, a group of pictures of" the earth in disaster "played slowly. A large number of deforestation, polluted river water, and waste gas emitted by enterprises such as Xingang in our city seriously threaten the health of citizens ... At this time, the teacher stopped the demonstration and inspired students to ask questions: "Classmates, what kind of problems do you see human beings facing? "Through this kind of situation setting, students' emotions have changed greatly, their thinking has been started, and students have realized that human beings are facing serious environmental problems and successfully introduced new lessons.
2. Using multimedia courseware, effectively solve teaching key points and break through difficulties.
It is an important symbol to measure the quality of a class whether it can successfully solve the teaching key points and break through the difficulties and complete the learning objectives. In traditional teaching, the teacher speaks with a piece of chalk, a mouth and a book, and sometimes the effect is not ideal; Moreover, teachers are facing students at the same level, and half of the students with poor foundation can't be solved. Through the organic combination of pictures, words, sounds, images and other multimedia information, the abstract theory is visualized and the boring content is vivid, which effectively solves the important and difficult problems in teaching. For example, the teaching difficulty of "the essence of environmental problems is development problems" is even more difficult for students to reveal environmental problems in essence. In order to break through this difficulty, I let students watch three videos, Greenhouse Effect, Ozone Layer Destruction and Acid Rain Phenomenon, which were intercepted from the video "A Pure Land". This video film is vividly displayed in front of students, and its vivid pictures, cadence explanations, sounds and emotions deeply attract students. At the same time, it also stimulated their thinking, let them see the performance of global environmental deterioration and realize that human beings are facing severe environmental problems. After the demonstration, the teacher inspired questions: Besides the greenhouse effect, ozone layer destruction and acid rain, what are the manifestations of global environmental deterioration? By asking questions, students' thinking can be expanded and their divergent thinking ability can be cultivated. After students have learned a lot of vivid materials and enriched their perceptual knowledge, teachers guide students to explore the nature of environmental problems: while transforming nature, human beings are also facing increasingly serious environmental deterioration problems. A lot of land has been reclaimed, many forests have been cut down, and many minerals have been mined ... This makes students realize that unreasonable development leads to environmental problems, which is against the laws of nature. To achieve long-term sustainable development, human beings must protect nature, make rational use of nature and develop in harmony with population, resources and environment. Therefore, the essence of environmental problems is development. Through the demonstration of several video files, students' perceptual knowledge is changed from one-sided to comprehensive, from phenomenon to essence, revealing the internal relationship of things, that is, from perceptual knowledge to rational knowledge, thus breaking through the teaching difficulties of this course.
3. The use of multimedia courseware can fully reflect the basic principles and subject characteristics of ideological and political courses.
Ideological and moral courses must be "targeted, effective and active", attach importance to the principle of integrating theory with practice, closely follow the pulse of the times, pay attention to social hotspots and focus issues, and closely connect with social reality and students' reality. The use of multimedia courseware can better reflect these characteristics of ideological and moral courses. Teachers can collect the latest and most applicable materials through multimedia, such as intercepting CDs, downloading web pages, making animations, etc. And you can contact the local environmental protection bureau, cultural bureau and other departments to explain the basic principles and theories in the textbook with typical examples and local materials around students, which is more effective and easier for students to accept. Moreover, the use of multimedia courseware has the characteristics of pictures, texts, sounds and images, which can attract students more, improve their ability to integrate theory with practice, analyze problems and solve practical problems, and enhance their awareness of subject participation. For example, in order to make students master "China is facing severe environmental problems", students should first understand the environmental problems in some parts of China as a whole through multimedia courseware; Secondly, it demonstrates the news materials downloaded from the internet that reflect environmental problems; Finally, the demonstration shows the pollution pictures of Yuanhe, the most important local river, and the real photos of local environmental problems (pollution caused by some chemical plants and steel plants) taken by the students of our school's "small reporter group". These contents are very convincing and fully embody the principle of integrating theory with practice and the characteristics of current affairs and politics. Using these materials to make students analyze and judge can also improve students' analytical understanding and comprehensive application ability, thus improving students' quality.
4. Multimedia courseware can give full play to the moral education function of ideological and moral courses.
The third grade ideological and moral course is mainly to educate students about social development and the basic national conditions of China. The purpose is to cultivate students' patriotic sentiments, establish lofty ideals, enhance their sense of social responsibility, and aspire to be builders and successors of the socialist cause. The use of multimedia courseware can better achieve this goal and give full play to the moral education function of ideological and political courses. The biggest advantage of multimedia courseware lies in its vivid scenes and realistic video effects, which strongly shocked students' hearts, stimulated students' emotions, educated students from it, and achieved the effect of "moving with emotion and understanding with reason". This is unmatched by oral language description in traditional teaching. For example, in order to let students know the grim situation of China's environmental problems, and then clarify the importance of sustainable development, I adopted the following methods: through dubbing, playing the story of a real small village, and designing scene animation according to the story. At the end of the story, the village was swept away by the flood because of people's deforestation. This story has a strong shock to the students. According to the information of huge losses caused by the 1998 catastrophic flood in China, let the students analyze the causes of the flood. Finally, the teacher summed up by asking questions: Students, if our environment continues to deteriorate without effective control, then we will lose our right to live and our country will not have a bright future. Students, what choice should we make? Is it sustainable development or self-destruction? At this time, the students are in high spirits and active in thinking. They replied in unison: implement the strategy of sustainable development. In this way, students have a deeper understanding of the environmental problems in the primary stage of socialism in China, and enhance their sense of social responsibility and confidence in building socialism.
5. Use multimedia courseware to cultivate students' ability and improve their quality.
Let students develop actively is the most fundamental symbol of quality education, and comprehensively improving the basic quality of all students is the fundamental purpose of quality education. The development of multimedia courseware should take this as the guiding ideology. For example, in the courseware "Basic National Policy of Environmental Protection and Family Planning", I designed two modes of playing: demonstration and interaction. Demonstration is for teachers to use in class. Interactive mode not only provides demonstration content, but also provides teaching outline, teaching difficulties, information inquiry, cartoon appreciation, exercise and practice, which is suitable for students to study and review by themselves. Interactive means make students' study more convenient, flexible and effective. In the interactive mode, different levels of exercises are designed for students with different learning levels, and students can choose topics according to their own abilities. In the process of "comic appreciation", some works created by students themselves were collected, which greatly improved students' interest and enthusiasm in learning. At the same time, it can also cultivate students' self-study ability, art appreciation ability, practical ability and the ability to integrate theory with practice, so as to give full play to students' main role and improve their quality.
Third, multimedia teaching problems encountered in the process
In the teaching process, through teaching attempts, I found that the introduction of multimedia technology into ideological and moral teaching, making full use of its intuitive, vivid, vivid and flexible characteristics, can effectively stimulate students' interest in learning, and achieve the purpose of improving students' enthusiasm and enhancing teaching effect. How to use this method efficiently? Now I will discuss with you some specific problems and some unwritten suggestions I have encountered in the teaching process, so as to achieve the purpose of attracting jade.
1. Subjectivity in the teaching process.
As we all know, multimedia technology is an auxiliary means of teaching and cannot occupy the main position of teaching. However, in the initial stage of using multimedia teaching, teachers and students are unfamiliar with multimedia teaching methods, which often leads to the lack of subjectivity in the whole classroom teaching. Color slides, students chattering, students asking questions, group discussions, classroom exercises and a series of phenomena. Make the whole class too big for the students to digest. The fundamental reason for this result is teachers' vague understanding of multimedia technology and lack of practical experience. It is not clear who is the subject of classroom teaching, whether it is multimedia or teachers; Or understand, not grasp well in classroom teaching, which is the most common problem in the early stage of multimedia use. In this regard, we should not only work hard on the use of multimedia, but also work hard on the training of multimedia teaching. Teachers should not only seriously reflect on the teaching process of each class, but also learn from colleagues, leaders, experts and scholars. More importantly, they should get feedback from students in time after multimedia teaching. Internal factors and external factors work at the same time, so as to overcome this drawback as soon as possible.
2. Rhythm in the process of physical education teaching.
In the process of multimedia teaching, teachers often prepare a lot of knowledge and extra-curricular information, which must be supplemented by teachers' classroom explanations, which are digested by students in a short class, resulting in many teachers' poor grasp of the rhythm, swaying from side to side, paying attention to one thing and losing sight of another, and the slides have been displayed but the contents have not been finished, or the contents have been displayed but the slides have not yet been displayed. Or the slides are put one after another, but the teacher explains slowly, or the teacher explains quickly and the slides are displayed quickly. These phenomena are some unfavorable factors in the process of classroom teaching. If the speed is too fast, students will be at a loss and have no time to digest. If the speed is too slow, students will whisper and be in chaos; Students with disordered rhythm are at a loss and get nothing. So, how to grasp the rhythm in multimedia teaching? This will vary from class to class. It should be determined according to teaching content, students' cognitive level, teachers' teaching style and other factors. However, students' cognitive state, cognitive environment and other factors can not be ignored. What we want to make clear is that the classroom rhythm should be coordinated, or even more coordinated, rather than confused by the use of multimedia.
3. Making and using courseware in the process of multimedia teaching.
Multimedia teaching will inevitably involve courseware making, so there should be a good or bad problem about the same courseware making. What kind of courseware is good? Quite simply, the best is the best. However, in reality, courseware making generally falls into gorgeous cliches, resulting in half the effort.
So, how to make and use courseware? First of all, multimedia courseware should be conducive to the realization of teaching objectives; Secondly, the style of multimedia courseware should adapt to the classroom style of the whole class; Thirdly, the production of multimedia courseware should adapt to students' psychological characteristics, cognitive characteristics, cognitive level, state and environment. Finally, the use of multimedia should adapt to the curriculum plan of the whole semester, the curriculum plan at this stage, the class plan and the rhythm of the whole class. In the process of using multimedia, we should avoid the following misunderstandings.
Myth 1: Advanced educational means lead to advanced educational ideas.
Modern educational technology is based on modern educational theory and requires students to give full play to their main role. However, some teachers believe that as long as educational means are advanced, educational ideas will be advanced. Therefore, under the cloak of modern education, computer-aided teaching is a replica of traditional teaching mode, teachers are still the center of explanation, and students are still passive recipients.
Myth 2: The evaluation course of open class must use multimedia.
Compared with the traditional teaching mode, multimedia-assisted teaching has obvious advantages: it is conducive to improving students' initiative and enthusiasm in learning and developing students' intelligence. Therefore, some areas unilaterally pursue multimedia-assisted teaching, and even form a situation that "there is no public course without multimedia". The so-called multimedia courseware is just simple words and pictures, which can be realized by slides, which is overqualified and wastes a lot of resources.
Myth 3: Multimedia is a tool for teachers to explain and demonstrate.
What is the essence of multimedia? Many teachers will answer: multimedia is a tool for teachers to explain and demonstrate teaching content. However, wrong! Under the modern educational theory, the nature of teaching media has changed fundamentally. Modern educational theory requires us to attach importance to the cultivation of students' cognitive methods, that is to say, teaching media should be a tool for students to discover, explore, accept new information and finally master the ability of knowledge formation, and also a helper for students to learn. For multimedia-assisted teaching, a modern teaching method, we should try our best to find the combination of it and traditional teaching methods, and really give play to its modern characteristics, so as to get twice the result with half the effort.
In short, in the process of multimedia teaching, the author, as a novice in teaching, constantly reflects to achieve teaching results. Of course, due to the author's junior qualifications, the breadth and depth of reflection are far from enough, but the author is confident to solve the problems encountered in teaching. As the saying goes, "The road is long and its Xiu Yuan is Xi, and Xiu Yuan is Xi, so I will go up and down for it."
References:
(1) Wang Shuzhen editor of the ideological and moral curriculum standard teacher reader.
② Hou, author of Computer and Multimedia Teaching.
③ Meng Yanling, author of Ningxia Education and Scientific Research, used multimedia technology to improve the teaching effect of ideological and moral course, February 2007.
(4) Huang Yanghui discusses the integration of multimedia education technology and ideological and moral teaching.
⑤ Yu Bisong, author of On the Application of Multimedia Technology in Ideological and Moral Education.