Multimedia courseware; Auxiliary teaching; Efficient classroom
Not long ago, the people's middle school where I live popularized multimedia teaching equipment. The teachers are all very happy. Because of its pictures and texts, excellent audio and video, both static and dynamic, it introduces classroom teaching into a new realm and is widely welcomed by teachers and students. This paper discusses some views on how to realize multimedia efficient classroom.
1. What is multimedia teaching?
Multimedia teaching, also known as CAI, refers to the reasonable selection and application of modern teaching media according to the characteristics of teaching objectives and teaching objects, and the organic combination with traditional teaching methods, * * * participates in the whole teaching process, and acts on students with various media information to form a reasonable teaching process structure, thus achieving the best teaching effect. Therefore, multimedia teaching and efficient classroom are unified in essence.
2. What are the advantages of multimedia teaching?
The experimental psychologist Chi Ruite has done experiments and confirmed that 83% of the information obtained by human beings comes from vision, and 1 1% comes from hearing, which adds up to 94%. The other 3.5% comes from smell, 1.5% comes from touch, and 1% comes from taste. It can be seen that multimedia technology is visible, audible and tangible. Thus, multimedia teaching has the following advantages.
1. Effective use of multimedia teaching can create a good learning atmosphere and further improve classroom teaching efficiency. Multimedia technology makes teaching methods tend to be all-round and multi-level, which is conducive to creating an open and exploratory learning environment more suitable for students. It can accelerate students' perception process, deepen their understanding, enhance their memory and improve their practical application ability.
2. Make full use of multimedia in class, with appropriate rhythm and large amount of information, which can arouse students' great interest and fully mobilize students' various senses to participate in teaching activities. Because of the combination of sound and image, language and scene, visual impact and auditory appeal, students can easily enter the real scene of language activities, find fun in learning, deepen their understanding and strengthen their memory.
3. Using technologies such as network and multimedia, we can directly present the teaching content to students and provide them with rich learning resources, thus optimizing the learning environment and comprehensively and efficiently cultivating students' listening, speaking, reading and writing abilities. Multimedia teaching method can not only create a vivid and real language environment for us, but also bring great benefits to our classroom. Using modern teaching methods to carry out multimedia teaching can improve students' interest in learning and deepen their understanding of teaching content.
Facts have proved that multimedia teaching can improve classroom efficiency. Then, in the specific use process, how to use multimedia to make the classroom more efficient?
3. How to use multimedia to realize a more efficient classroom?
Multimedia teaching has both incomparable advantages and negative effects that traditional teaching does not have. Only by organically combining multimedia with teaching science can we give full play to its maximum effectiveness and avoid or eliminate its negative effects. Let's talk about some principles and misunderstandings of multimedia teaching.
1. Avoid the misunderstanding of formalism and pay attention to the principle of effectiveness.
Multimedia teaching serves for classroom teaching, so when using multimedia teaching, we must proceed from reality and pay attention to actual results. It is necessary to follow students' thinking rules, pay attention to stimulating students' interest and cultivate students' ability to analyze and solve problems independently. The content of multimedia materials should meet the requirements of the new curriculum standards and strive to be accurate. Courseware production should focus on Excellence and take the best audio-visual effect as the standard. Teachers should be familiar with multimedia operation and accurately grasp the teaching materials during the exhibition. We should not only carefully observe and guide students step by step, but also control teaching activities through multimedia, deal with emergencies flexibly in teaching and give full play to the advantages of multimedia in ideological and moral lessons.
Myth 1: flashy, flashy.
Multimedia courseware needs the help of certain artistic forms, but it can't be just for the sake of art, just superficial articles, too much lace and illustrations. Only the organic combination of substantial content and perfect external form can truly achieve the purpose of imparting knowledge, mobilizing students' enthusiasm and improving teaching environment. On the other hand, some multimedia courseware excessively pursues gorgeous appearance, weird sounds and even harsh sounds (such as loudspeakers and brakes) and dazzling videos, which leads to the usurpation of the role of the host and makes students pay more attention to the production of multimedia courseware, while ignoring the learning and memory of teaching content. Some teachers add a lot of cartoons, sound effects and animations to the courseware, and often "win" the students' bursts of laughter in class. However, students actually think that the courseware itself is "interesting" rather than paying attention to the teaching content itself. Only when students are in high spirits will they find that the content of this course has not left a trace in their minds.
For example, two teachers said "Unit 10 I want to be a basketball player", and one teacher used a beautiful courseware, which was colorful and accompanied by applause and encouragement from time to time. Students are attracted by these superficial phenomena, but because teachers can't modify Flash courseware, many unnecessary things are also presented to students. In a class, students seem to be busy and devoted, but in fact they feel the meaning of grades. Another old teacher just introduced the situation with courseware to stimulate students' interest, and then let students talk and practice together, so that we can clearly feel the development and real activity of students' thinking. Visible, the use of multimedia is not much, but the appropriate use of multimedia means, from reality, targeted to find the best action point, in order to play the role of the finishing touch.
Myth 2: Dull and boring.
A basic starting point of multimedia courseware is to stimulate student officials in many ways and arouse their interest in blood color with images, sounds, animations and other means based on words. A rigid multimedia courseware is no different from the teaching method of blackboard chalk, and its teaching effect will naturally not be obvious. Hard splicing and garbled code are another misunderstanding in the production of multimedia courseware. Courseware should be made with suitable materials and materials. For example, adding some cartoon pictures to real images is very uncoordinated, which leads to low efficiency in class.
2. Avoid unrealistic misunderstandings and pay attention to the principle of pertinence.
Before learning each unit, the teacher of a teaching and research group should have a unified understanding and work out the content of making courseware according to the students' situation, such as which chapters to use, how long the courseware will take, and so on. Wait until all the teachers have finished discussing before entering the classroom. After using it, I will make some modifications to the existing problems to achieve the best results. Generally introduce a class, including listening and A, B and reading, as well as writing and review exercises.
For junior high school students, rote learning courseware and some courseware that only make a fuss about unnecessary animation and music can't achieve the effect of mastering knowledge. We need to modify the courseware around the memory process of English knowledge and oral practice, so that the courseware can play a role that blackboard, chalk and other teaching AIDS can not play. Only in this way can the courseware be efficient. For example, when I explain the words in the new lesson of Unit9, students think there are too many words in this unit, which is too difficult to remember. So I cut a segment of Li Yang's speech on memorizing words in English, so that students can learn to try Li Yang's method of memorizing words. The students all felt after reading it. Later, the memorization effect of this unit was not bad, and those students who were more inspired also created their own memorization methods.
3. Avoid the misunderstanding of abuse and pay attention to the principle of applicability.
According to the type of teaching, traditional teaching can be combined with multimedia teaching. There are many types of teaching, but not all of them are suitable for using multimedia. For example, it is more suitable for reviewing lessons, but not for new teaching, especially when explaining exercises, whether from the perspective of capacity, thinking time or students' attention. So in the final review stage, I just made a comprehensive summary of the knowledge points such as phrases I taught by using multimedia, and asked students to practice in class by rushing to answer questions. After several times, I found that the effect was really good. For example, in Review of Unit 1-6, the words and phrases reviewed are not easy to be explained by teachers in the traditional way, such as how, how far, how often and how long, and the distinction and memory of these interrogative words, so I designed them as multiple-choice questions for students to practice and review books, taking into account students with poor learning level, and achieved effective and efficient classes.
4. Avoid the misunderstanding of abuse and pay attention to the principle of moderation.
In the course of our questionnaire survey, 77. 1% students want to reduce the number of words per page, 9 1.5% students want to slow down the pace of classroom teaching, and 63.4% students think that multimedia courseware is only an auxiliary teaching method and cannot replace the traditional blackboard teaching. Therefore, teachers should not rely too much on multimedia courseware.
The teaching content is arranged by computer. Using the characteristics of massive storage of courseware, blindly increasing the teaching content makes it difficult for students to absorb. Rich and vivid multimedia teaching has become a big-screen teaching material. Students only have time to roll their eyes and follow the screen, and there is no room for thinking, let alone taking class notes. In this way, students lose the initiative of thinking. These are the problems that are easy to appear in the development of multimedia-assisted teaching. Teachers should not only be projectionists, but also assume their leading position in teaching.
In practice, we can't regard multimedia as a kind of "all-round media". The whole class, whether it's topic, situational diagram or dialogue exercise, is completed by computer. If so, after a class, there will be no trace on the blackboard, and the computer will become another "textbook" for students to watch. take for example
We know that the function of multimedia depends on certain conditions. It does not mean that the use of multimedia in teaching will definitely improve teaching, let alone that the more multimedia is used, the better. What are the conditions to consider? When can I use it? Where is it used? How long will it take? How to use it? Instead of abusing it everywhere. In this way, the classroom can be more effective.
5. Avoid entering the misunderstanding of one-man show and attach importance to the principle of teacher-student interaction.
The use of modern teaching methods can improve teaching efficiency, and to some extent, it can indeed replace part of the teacher's work, until it is wrong to think that machines can replace teachers. No matter how the computer is updated, it always needs people to operate and manage it; Courseware needs the production and development of teachers. Various situations in the teaching process need teachers to grasp, and students' learning activities need teachers to guide them.
Therefore, with the popularization of modern teaching methods, teachers are not needed, but higher requirements are put forward for teachers. Teaching methods have changed, but the teaching rules and the characteristics of students' physical and mental development have not changed. Therefore, teachers should deal with the teacher-student relationship as the main body in the teaching process. We should not only pay attention to multimedia teaching tools, but ignore the mobilization of students' subjective initiative. Modern teaching should give full play to the interaction of multimedia computers and closely combine with students, so that bilateral activities between teachers and students can be carried out smoothly. The relationship between teachers and students is like singing opera. Teachers set the stage, and teachers and students sang operas. This play can't be a one-man show of teachers, but a double-reed show of teachers and students.
The above five misunderstandings often appear when we use multimedia teaching, and they are also several misunderstandings that our teachers should overcome when using multimedia teaching. Let's talk about how to realize the efficiency of multimedia teaching from the aspects of students' interest, teaching atmosphere, teaching situation, teaching activities, teaching rhythm and students' participation.
6. Use multimedia to stimulate students' interest and create a harmonious and democratic learning atmosphere and a good teaching situation.
Interest is the best teacher, and hobby is the mother of success. Psychologists also believe that "all intellectual work depends on fun" and the classroom "should be a happy place". A cheerful classroom and a harmonious and democratic teaching atmosphere can best attract students' attention, which leads to unintentional attention, and the knowledge and skills mastered in unintentional attention are better, thus achieving the goal of completing teaching tasks unconsciously. Influenced by age characteristics, this characteristic of junior high school students is more prominent. Therefore, in multimedia teaching, we should start with stimulating students' interest in learning and lay a solid foundation for future study. This requires us to have good psychological quality to communicate with students, which not only helps to improve the classroom effect, but also helps to give play to students' intelligence. For example, in the introduction of Unit 6, I am more outgoing than my sister, I first asked four students to record a short film about "Who is better than the competition". When students see their partners playing on the video screen, they are very interested and listen carefully to what they are talking about. This is also the reason why I use questioning and another classroom game to enter this unit for comparative study.
A good beginning is half the battle. The introduction of a good multimedia lecture can not only attract students, stimulate their desire for knowledge, but also ignite the spark of students' wisdom, so that students can actively think, dare to explore and actively acquire knowledge. At the beginning of multimedia class, we should stimulate students' interest and arouse their learning enthusiasm. Through a period of teaching practice, I have proved that in the introduction of new courses, using multimedia, creating situations and setting suspense can stimulate students' interest and get twice the result with half the effort.
7. Carefully design multimedia teaching activities to make English classes harmonious and efficient.
English classroom is the main position of English teaching, and the quality of classroom teaching determines the quality of English teaching. The new English curriculum standards require deeper thinking and innovation in classroom teaching, paying more attention to quality education, showing flexibility and openness, respecting individual differences, advocating experiential participation and promoting students' development. Therefore, we should strengthen innovative research, be brave in teaching reform, carefully design multimedia teaching activities, let students participate in learning in a relaxed, happy, harmonious, democratic and open classroom environment, give full play to students' subjectivity and creativity, and make English classes more harmonious and efficient! We introduce the picture of "game" into the courseware, integrate "music" with activities, and insert "story" to make the activities more clear and direct. For example, when improving students' listening and speaking ability, the general practice is to let students do more listening questions and dialogue exercises. I designed a listening and speaking training class with movie clips without any subtitles in Forrest Gump. First, the students read it. Because of the body language of the characters in the play, the students understood a vague scene. But I don't understand the authentic American English, and students are interested. They want to know what the film is about. At this time, they give several points that students should pay attention to and listen again and again. And reveal the answer. Ask students to master the given words and idioms. Finally, a dubbing competition is designed to train students' oral English. The students came down and told me that they had learned a lot of practical things in this course. Design an activity with a new form and multimedia to make the classroom more effective.
8. Use multimedia to control the rhythm of classroom teaching, attach importance to students' thinking and participation, and pay attention to emotional communication.
When using multimedia teaching methods, teachers should not only act as projectionists, but also firmly grasp the classroom rhythm, pay attention to the feedback of students' expressions, language and other information, adjust the teaching progress in a relaxed way, pay attention to classroom interaction, and leave room for students to think, so as to make full use of multimedia as an advanced teaching method and obtain more ideal teaching results. For example, how about your school trip in the second class of unit 8? In the key part 3a, when retelling the text, the students met octopus and aquarium, which was difficult to understand. Students are not confident and the effect of retelling is not very good. In this part of the second class, I marked the word English standard on the picture of the courseware. Every time this unit appears, this word will be linked with the pronunciation of this word, which can be practiced repeatedly by using multimedia courseware. Through repeated visual and auditory stimulation, students finally mastered the word, eliminated their fear of the word, and realized multimedia efficient classroom.
Teachers should pay attention to adjusting the pace of classroom teaching and paying attention to students' thinking and participation when conducting multimedia-assisted multiple-choice questions and reading training. For example, when doing reading exercises, students can answer some questions first, and then switch to the computer to find out the correct answers step by step. Among them, students will also be asked about relevant knowledge points, and key phrases and vocabulary will be underlined to inspire students to pay attention to and think about problems.
9, maintain a large number of media computer equipment, to avoid affecting the development of efficient classroom.
To achieve the ideal effect of multimedia teaching, not only good courseware and excellent teachers who know how to teach, but also the quality of equipment and classroom environment are very important. Because multimedia equipment is composed of high-tech equipment such as computer, projector, sound system and network system, in teaching, the equipment is in a state of no professional monitoring and maintenance. Therefore, if it is used or maintained improperly, it will cause the interruption of teaching work, reduce teaching time, and sometimes even lead to the chaos of teaching order, which will affect the whole teaching effect. The most common problem in the teaching process is that computer viruses can't be played.
Mostly because the teacher didn't use the USB flash drive to carry the virus in time every time. That can be set on the computer motherboard, and you can actively delete foreign files on the computer every time you turn it off, so that every boot will be the same as the first time. There is no virus, so the disadvantage is that what the teacher posted on the computer will be deleted every time, but it is also a good way to protect the computer.
In addition, multimedia equipment should be tested or tried before use, and minor faults are not found or eliminated in time after discovery, which will affect classroom efficiency. Imagine preparing a video. If there is no sound in the speaker, the effect will be greatly reduced.
Multimedia teaching is only an auxiliary teaching method, which can't replace teachers' basic duties of "preaching, teaching and solving doubts". Pretending to be the host is counterproductive and does not reflect the charm of multimedia teaching methods. Teachers are always the soul of teaching, and using multimedia teaching is a basic skill of teachers. No matter how prosperous multimedia technology is in the future, teachers' light should never be drowned in the three-foot platform.
In a word, multimedia teaching, as an auxiliary means, is not omnipotent, but only plays an auxiliary and promoting role in teaching. We must never exaggerate its role or obliterate it. When using it, we should pay attention to the principles of moderation, pertinence, practical principles and teacher-student interaction, create a good situation according to the actual situation of students, and carry out various activities in combination with various teaching methods to achieve the purpose and effect of efficient classroom. Our teachers should also reflect after class, sum up experience and lessons, so that multimedia teaching methods can better serve the classroom and achieve better teaching results.