Paper Keywords Vocational School Multimedia Courseware Problems and Countermeasures

In recent years, multimedia has been more and more widely used in the teaching process of secondary vocational schools, but sometimes it has not achieved good teaching results, mainly because some multimedia courseware has not fully considered the characteristics of students in secondary vocational schools. This paper analyzes the characteristics of students' uneven foundation and lack of initiative in learning in secondary vocational schools, and points out the problems and countermeasures in the application of multimedia courseware in teaching.

In recent years, with the rapid development of science and technology, multimedia has become an important means of modern teaching, especially in secondary vocational schools, because of its outstanding characteristics such as large capacity, super-time and easy acceptance. However, due to the particularity of secondary vocational education, sometimes the application of multimedia courseware in teaching does not achieve the expected best results. There are many reasons for this situation, but I think the main reason is that the characteristics of students in secondary vocational schools are not fully considered.

First, multimedia courseware problems in teaching

The foundation of students in secondary vocational schools is uneven, and even some students are seriously tired of learning, lacking initiative and consciousness in learning. Faced with such a group of students, if we do not consider their characteristics in the teaching process and rely too much on multimedia courseware, it will be counterproductive and seriously affect the teaching quality.

(1) Multimedia courseware has a large amount of information, too large density and capacity and changes rapidly, which is not conducive to the digestion and absorption of knowledge by secondary vocational school students. The application of multimedia courseware greatly improves the speed and efficiency of classroom teaching. However, because students in secondary vocational schools generally have poor foundation, slow thinking and relatively weak ability of acceptance, understanding and self-study, they often need more time to know, understand and master knowledge than students in other types of schools. According to observation and understanding, many secondary vocational school students have enthusiasm and interest in multimedia teaching in the early stage, but with the passage of time and the increase of multimedia application, students' learning enthusiasm decreases and the learning effect is not ideal. The reason is that in the process of applying multimedia teaching, many teachers use courseware to show knowledge points too fast, the classroom capacity increases, the teaching process is obviously accelerated, and students' thinking can't keep up, so it is difficult to master and digest what they have learned.

(2) Multimedia teaching often lacks communication and interaction between teachers and students, which is not conducive to mobilizing the learning enthusiasm of secondary vocational school students. Because of their poor foundation, secondary vocational school students often lack enthusiasm and initiative in learning, forming a lazy habit of doing nothing and thinking. As an auxiliary teaching method, multimedia technology is not a "master key" to stimulate students' interest in learning. For example, in the teaching of mathematics and physics, it is often quite mechanical and inflexible to display the specific calculation process and the proof and derivation process of some formulas on the screen, which can neither reflect the vivid guiding ideology and argumentation skills of teachers, nor let students participate in it, nor arouse their learning enthusiasm. At this time, if the teacher uses traditional teaching methods, vivid language description, a gesture and a blackboard writing, it can stimulate students' interest in learning and guide students' thinking. In multimedia teaching, many teachers often rely on courseware, only mechanically operate the keyboard to explain and sing monologues, and there is little communication between teachers and students, which leads to the students as the main part of the classroom can only learn according to the flow of courseware and the teacher's ideas, and will lose interest and be distracted after a long time. In addition, multimedia courseware emphasizes visual and auditory effects, mainly stimulating various sensory organs, while ignoring or reducing the stimulation and cultivation of students' thinking ability. In students' words, it's like watching TV cartoons. Therefore, in a sense, the improvement of teaching efficiency by multimedia technology is at the expense of students' thinking time, which will definitely affect the teaching effect.

(C) Multimedia courseware is often incompatible with the particularity of vocational education. Emphasizing the cultivation of practical ability and professional skills is the main difference between vocational education and other education, so there are many courses that highlight practical ability in the teaching content of vocational education. In the teaching practice of these courses, many multimedia courseware fail to solve this problem well, often highlighting the demonstration function of multimedia teaching, without giving full consideration to how to enhance students' participation in multimedia teaching and improve their practical and practical ability, which is obviously incompatible with the particularity of vocational education.

Second, the strategy to solve the problem

(1) Seek truth from facts, oppose formalism in teaching, adhere to the organic combination of multimedia teaching methods and traditional teaching methods, and make them complement each other and become an organic whole. Multimedia teaching has advantages and disadvantages in secondary vocational education. Only by combining traditional teaching with multimedia teaching methods and complementing each other's advantages can the teaching quality be improved. Different teaching methods should be chosen flexibly according to the needs of course content. When learning some proof methods or deduction skills, teachers can teach students how to analyze topics and how to write the proof process correctly and clearly by explaining and writing on the blackboard. When it comes to some abstract contents (such as the working principle of automobile engine) that cannot be displayed under experimental and practical conditions, we should make use of the advantages of multimedia courseware to create teaching scenarios, which will turn abstraction into intuition, static into dynamics, complexity into simplicity and difficulty into ease. This can not only free teachers from a large number of explanations, but also enable students to break through the visual limitations and observe and think about problems from multiple angles. And you can also highlight the key points and difficulties through the repeatable operation of the courseware. Traditional teaching media, such as blackboards, wall charts, models, teaching AIDS and objects, have been used for a long time and played a great role in teaching. Teachers are familiar with their use and must not give up easily.

(B) people-oriented, adhere to the student-centered, teacher-led, strengthen emotional exchanges with students, and fully mobilize the enthusiasm and initiative of students. In the teaching process, students are the main body and teachers are the dominant. Modern teaching media can't replace students' dominant position, let alone teachers' dominant position. Therefore, when using multimedia teaching, on the one hand, teachers can't ignore their dominant position and become the demonstrator of machines, but should carefully organize the whole teaching process and fully display their artistic charm. On the other hand, teachers should establish a student-centered teaching concept, and make it clear that students are the main body of information acquisition and processing, and they are the active builders of knowledge, not just "listeners". We should make full use of human-computer interaction as a learning method to attract students' more attention. According to the practical and operational characteristics of vocational education, design as many cooperative processes, thinking processes and expression processes as possible, so that students can participate in teaching. It is also necessary to step off the podium more often, approach students, participate and communicate, and replace "centralized teaching" and "full hall irrigation" with face-to-face communication and interaction to stimulate students' interest in learning, so that students can learn happily and gain something.

(3) lay a solid foundation, strengthen the cultivation of teachers' basic skills and comprehensive quality, and make intelligent courseware of various types and functions in combination with teaching practice. The application of multimedia teaching puts forward higher requirements for teachers' basic quality in class, because teachers not only explain knowledge in class, but also have a lot of emotional communication and infiltration of world outlook, which courseware can't do. Moreover, because the courseware is designed in advance and cannot be changed in class, it limits the ability of teachers to improvise and enjoy themselves in class. Therefore, teachers must have the ability to control the classroom, flexibly adjust the teaching plan and use teaching methods according to the needs of the classroom. It can be seen that the basic quality of teachers will still be the key to the success or failure of multimedia teaching. In order to ensure the success of classroom teaching, professional teachers should keep up with the development of technology in the information age, improve their comprehensive quality, study and master the new technologies and methods of making multimedia courseware, and carefully design and make practical courseware in combination with the reality of our school and major. Conditional schools should strengthen the development of multimedia network teaching, display teachers' electronic lesson plans, multimedia courseware and problem banks on the network, carry out online teaching and realize resource sharing.

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