The Application of Computer in Teaching
Although traditional classroom teaching has rich heritage and valuable teaching experience, its limitations and shortcomings are also very prominent. The main defects of traditional classroom teaching are weak information function and poor individual teaching ability. These defects are determined by the transmission structure of traditional teaching, and cannot be overcome by changing teaching. In order to solve the problems faced by traditional teaching and improve teaching efficiency. It is necessary to construct a modern teaching mode, organically combine traditional teaching methods with modern teaching media, and improve classroom efficiency and students' learning enthusiasm. However, if we look at the novelty of multimedia dialectically, it also has many problems while optimizing classroom teaching. During my school internship, I made a lot of investigations and discussions on the advantages and disadvantages of multimedia teaching, although it has the advantages of intuition, novelty, rich expressive force and large teaching capacity. However, there are still many shortcomings, mainly in changing the dominant position of teachers, ignoring the interaction between teachers and students to some extent, and easily distracting students.
In view of this situation, this paper thinks that only by dealing with several aspects in the process of multimedia teaching can we give full play to the greatest advantages of multimedia and optimize our teaching classroom.
Keywords computer multimedia network teaching application
1 Chapter Basic Concepts of Multimedia Computer
The basic concept of 1. 1
Computer multimedia is a technology that combines super-style, graphics, images, animations, sounds and other information-bearing media and comprehensively processes and controls them through computers. As a teaching medium, multimedia computer is used to store and transmit education and teaching information. The word "Multimedia" is translated from English "multimedia", and the original meaning of medium is twofold. One refers to entities that store information, such as magnetic disks, optical disks, magnetic tapes, semiconductor memories, etc. Chinese is often translated into media, which refers to the carrier of information, such as numbers, words, sounds, graphics and so on. And Chinese translation as a medium. Literally, multimedia is composed of a single media.
Computer multimedia is a set of hardware and software equipment, which combines various visual and auditory media and can produce impressive audio-visual effects. In visual media, it includes graphics, animation, images and words, while in auditory media, it includes language, stereo and music. Users can access various media sources from multimedia computers at the same time.
1.2 part of the media system
The general multimedia system mainly consists of the following four parts: multimedia hardware system, multimedia operating system, media processing system tools and user application software.
Multimedia operating system: also known as multimedia kernel system, it has the functions of real-time task scheduling, multimedia data conversion and synchronous control, driving and controlling multimedia devices, graphical user interface management and so on.
Multimedia hardware system: including computer hardware, audio/video processor, various media input/output devices and signal conversion devices, communication transmission devices and interface devices.
Media processing system tool: or multimedia system development tool software, is an important part of multimedia system.
Customized application software or user-oriented application software system in a certain field is a system product for large-scale users.
1.3 Basic elements of multimedia
Multimedia includes text, graphics, still images, sounds, animations, video clips and other basic elements. The design of multimedia courseware is to fully conceive and organize multimedia elements under the guidance of pedagogy and psychological principles, give full play to the advantages of various media elements, provide different learning media information for learners of different learning types, and transmit education and teaching information to learners from various media channels.
1
Compared with these information, picture information is generally intuitive, low in abstraction and easy to read, and is not limited by macro and micro, time and space. From celestial bodies to bacteria, to primitive society, to the future, these contents can be expressed by pictures.
sound
Sound can present the teaching content to learners, attract learners, keep learners' attention and supplement the visual information displayed on the screen. In CAI teaching software, the function of sound must be considered according to the display of various information used in the context. Sound can be regarded as the mainstream of information and the supplement of visual information.
As the mainstream of information, music is often used in music teaching. Multimedia teaching software has powerful multi-information processing ability and realistic sound effects, and can simulate the sounds of piano, flute, trumpet and violin, which can not only deepen learners' learning of musical terms, but also cultivate learners' listening and creative ability.
As the mainstream of information, effect mainly attracts attention. Some natural effects are often used to enhance the understanding of new concepts, such as telling birds to know different birds.
3. Animation
In multimedia teaching, animation has a strong expressive force in transmitting teaching information, so animation can dynamically simulate and demonstrate the development and change process of some things, making many abstract or incomprehensible teaching contents lively and interesting, thus achieving twice the result with half the effort.
4. video recording
The animation file generated by special animation software is difficult to express the movement of real objects and scenes, and there is no synchronous sound, so its application is limited. Video files with both audio and video just make up for this deficiency.
Video files in multimedia teaching software are generally stored in AVI, MOV, MPG, DAT and other formats. There are two sources of video files: one is to grab from the video tape through the video capture card, and the other is to intercept from the existing digital video files with tool software.
Chapter II The Role of Computer Multimedia in Teaching
The application of computer multimedia in teaching, because of its inherent advantages and characteristics, makes it show strong vitality and plays an indispensable and irreplaceable role in teaching.
2. 1 has played a multi-level and all-round individual learning environment, reflecting the role of learning autonomy.
The difference of students' acceptance ability exists objectively. Different students have different learning speed and acceptance when learning the same textbook. In conventional teaching, teachers often have to take a compromise approach when facing a large number of students in class, and set the teaching object as "medium" students. The result is that "poor students don't have enough to eat, and top students don't have enough to eat". It not only affects the progress of underachievers, but also limits the development of top students. Although teachers always try to reduce this difference in class, due to the limitations of classroom teaching, the results are minimal. The application of computer multimedia technology in teaching can be "student-centered", and through man-machine dialogue, teaching students in accordance with their aptitude can be truly achieved, which can stimulate students' enthusiasm and initiative and make all students get the greatest development.
2.2 It plays a role in creating a good learning atmosphere and arousing students' interest in learning.
Computer multimedia uses sound, light, electricity, shape, color and other functions to transmit teaching information through multiple channels, which has a stronger sense of reality and expressiveness, can arouse students' great interest and attention, induce students to actively participate in emotions and behaviors, and mobilize many senses such as eyes, ears, mouth, hands and brain to participate in learning activities, so that students' cognitive activities are accompanied by rich emotions and happy emotions. Students with rich imagination and active thinking will form a good learning atmosphere, thus improving learning efficiency and enhancing learning effect. The application of computer multimedia technology in teaching can turn abstract language into vivid and infectious images. Through some animated images, such as interesting digital dolls, smart and lively animals, the boring and abstract teaching is put into the playground scene in the form of games, stories told by smart old people and amusement parties, so that the science and interest are highly unified and the learning content becomes lively and interesting. At this time, because students are highly focused and active in thinking, teaching can get twice the result with half the effort.
2.3 the abstract knowledge has played a concrete and visual role.
Computer multimedia courseware can demonstrate the change of graphics, simulate the process of experiment and thinking, make abstract knowledge concrete, boring knowledge interesting, static knowledge dynamic, and turn intangible knowledge into tangible and intuitive knowledge to show to students. The application of computer multimedia technology in teaching can make students' existing experiences and concepts associate and combine through vivid and interesting image changes, establish concepts and methods of abstract thinking, further deepen their understanding of knowledge and leave a clear and profound impression on students.
2.4 has played a role in increasing practical ability and improving classroom efficiency.
Traditional teaching often wastes time because of writing on the blackboard, drawing pictures and repeating explanations, which leads to less practice in class and heavy homework burden. The application of computer multimedia saves teaching time, increases practical ability, improves the pertinence and scientificity of practice, and helps students consolidate their knowledge. Multimedia teaching not only provides a new teaching method, but also replaces the media in teaching, which can not only transfer knowledge and information quickly, but also effectively standardize teaching. Experiments show that 60% of knowledge can be obtained by hearing alone, 10% by vision alone, and the combination of audio and video can reach more than 86.3%. As far as the memory rate of about three days is concerned, simple hearing is 15%, simple vision is 40%, and both audio-visual and visual are 75%. It can be seen that the use of computer multimedia teaching not only greatly saves teaching time, but also enables students to use the saved time to make in-depth analysis, synthesis and comparison, and deepen their understanding of teaching materials, thus improving teaching efficiency.
The third chapter is the inevitability of the application of computer multimedia in teaching.
Computer multimedia has the characteristics of integration, interactivity and controllability, which enables people to obtain relevant information through multiple senses and improve the efficiency of information dissemination. By adopting this teaching method, the abstract content can be concretized, the microscopic things can be macroscopic, the complex things can be simplified, and the teaching information can be transmitted to students from multiple angles. Its use will make great changes in teaching ideas, teaching contents, teaching methods and classroom structure. At the same time, students' demand for diversified information and the advantages of multimedia in teaching make its application in teaching inevitable.
The application of computer multimedia in teaching is the call of the times.
In the information society, information and knowledge grow rapidly, and slow written communication is replaced by fast language. It is necessary to constantly learn and update knowledge and concepts in order to keep up with the times and meet students' requirements for education and teaching. The application of computer multimedia technology has just broadened students' horizons and knowledge, broken through the narrow circle of classroom teaching teachers-students, teaching materials-teaching AIDS, and made modern education gradually get rid of the traditional teaching mode of "teacher-blackboard-teaching materials-students", making education and teaching move towards a broader space with the flavor of the times.
3.2 The application of computer multimedia in teaching is the need of society.
When the wheel of history enters the 2 1 century, what our society needs is no longer robots that follow the advice of others, but energetic people full of creative spirit and personality. Traditional education and teaching methods emphasize the cultivation of students' memory ability, but now it is not necessary to recite a lot of knowledge word by word, just teach students methods and applications. Today's education and teaching should focus on cultivating students' ability to acquire knowledge and information with their own hands and brains, so that they can benefit for life and meet the needs of society.
3.3 The application of computer multimedia in teaching has enhanced the vitality of the classroom.
Traditional teaching uses boring teaching mode to "chew" the lack of vivid education. Some teachers stick to the rules and follow the book, which will inevitably lead to students' aversion to learning. However, the application of computer multimedia in teaching makes students interested and deeply impressed. This new form of multimedia teaching is full of audio and video, which makes the originally lifeless classroom full of vitality, because computer multimedia itself is ever-changing and a very dynamic world. Those jumping little icons, scrolling word lists and flashing colors are very interesting.
3.4 to alleviate the contradiction between more courses and less hours in colleges and universities.
With the further development of modern science and technology and the expansion of colleges and universities, the types and contents of courses have increased dramatically, and the teaching hours must be relatively compressed. In order to enable students to acquire richer and more novel knowledge in limited class hours without greatly increasing their learning burden, we must change teaching methods, update teaching means, and use multimedia technologies such as video, CD-ROM and computer to transform boring words into vivid computer-aided teaching courseware, so that students can obtain vivid images and pictures in the learning process.
The fourth chapter is the advantages and disadvantages of computer multimedia teaching in teaching.
In education and teaching, instead of instilling knowledge into students in a single and simple way, making full use of modern teaching methods to convey teaching information and develop students' thinking ability, cognitive ability and dialectical observation and analysis ability, computer multimedia will surely show incomparable advantages over traditional educational methods. During my internship, I did a lot of research on computer multimedia teaching. The following conclusions can be drawn:
4. 1 Advantages of computer multimedia in teaching
1. The means are intuitive and novel, and the expressive force is rich.
Interest is the emotional expression of people's cognitive needs, which plays a great role in promoting the learning process. Whether it can stimulate students' interest in learning has become the key to the effect of classroom teaching. Multimedia can organically integrate words, sounds, images, graphics, animation, movies, television and other learning contents, thus changing the single characteristics of traditional learning contents, improving students' interest in learning and stimulating their enthusiasm for learning.
2. The teaching capacity is large and the teaching efficiency is high.
Using multimedia technology in teaching, teachers can design educational content, problem-solving process and even experiments on the computer in advance. In class, teachers can show these contents to students conveniently and quickly by clicking the mouse. For schools with some online teaching equipment, teachers can obtain all kinds of teaching information from the Internet at any time to supplement some knowledge.
Compared with traditional teaching methods, it saves writing time, increases teaching capacity and improves classroom teaching efficiency. The large content and high efficiency of multimedia teaching can appropriately speed up the pace of teaching, which is conducive to enhancing students' sense of competition, allowing students to receive more information in a shorter time and achieve teaching goals more truly. During my internship, I made a lot of investigations on computer multimedia teaching in our school. The following conclusions can be drawn:
3.*** Enjoy it.
The sharing and exchange of information resources are increasing and updating every day, and the development of new technology makes the spread of words, pictures, sounds and even images between computers a reality. The application of modern educational technology, especially the establishment of multimedia educational network, will greatly change the teaching form of traditional education. The rapid development of multimedia technology provides more possibilities for the reform of teaching forms, teaching means, teaching methods and teaching concepts. It can not only make teaching more vivid, but also make many teaching contents difficult to express by conventional methods easier. Network distance teaching fully embodies the bidirectional, practical and interactive nature of teaching.
4.2 computer multimedia in teaching deficiencies
1. Easy to change the dominant position of teachers.
Although multimedia teaching is an effective and advanced teaching mode, it should not and cannot replace the dominant position of teachers. If we rely too much on this teaching mode, the result will be putting the cart before the horse, not worth the candle.
2. Ignore the interaction between teachers and students to some extent.
Classroom teaching is not only for the transmission of information, but also for the training of various skills. However, multimedia teaching provides more ready-made answers in this respect, but lacks detailed process display. In this way, it is easy for students to lack the thinking process guided by teachers from shallow to deep, from concrete to complex, from simple to abstract.
3. Easy to distract students' attention
Multimedia teaching methods are vivid, however, many students only pay attention to music and animation, and some even discuss how those places on the screen are fun, and remind the students around them that their interest has been mobilized, but their attention has been distracted.
Chapter five: Several relations and problems that need to be dealt with in multimedia teaching.
5. 1 computer multimedia needs to deal with several relations in teaching.
In order to make multimedia teaching achieve the expected teaching goal, we need to choose multimedia means according to the characteristics of teaching, and carefully design, practice and deliberate in teaching. Therefore, to achieve good teaching results, we must correctly handle the following relations.
1. Correctly handle the relationship between teaching means and teaching objectives.
Any method can achieve the goal. Computer multimedia teaching means must obey the teaching objectives of class hours, unit teaching objectives, course teaching objectives and even the highest goal of serving students' development. Therefore, we should closely serve the teaching purpose, choose the computer multimedia teaching means in the teaching plan under certain teaching objectives and contents, make a certain media correspond to a certain teaching activity, give full play to its function, achieve maximum effectiveness, insist on not using unnecessary ones, and avoid usurping the role of the host and becoming a mere formality. Therefore, designing and using multimedia courseware according to the goal of each class is the key to get twice the result with half the effort.
2. Correctly handle the relationship between means and teaching content.
In the teaching system, there are four elements: teachers, students, teaching content and teaching means. As each part of the whole, they have their own functions and are interrelated. In order to ensure the best effect of means application, we must study other elements and their combinations in the system, and we can't separate computer multimedia teaching means from teaching content. As a part of the whole teaching system, it is not enough to only pay attention to its own factors. It is necessary to conduct in-depth research on the teaching content and choose the means and media according to the needs of the content in order to achieve the best effect of classroom teaching.
3. Correctly handle the relationship between means and teaching strategies.
When using multimedia teaching methods in a class, we should not excessively pursue the perfection of form, but pay attention to the teaching strategies adopted by students to master and understand what they have learned. Does a class let students draw conclusions from the process of exploring knowledge, or analyze the reasons from the conclusions? Is it enlightening teaching, analyzing and summarizing teaching, or discussing and summarizing teaching? The choice of means and media should be related to these factors. The timing of using multimedia teaching means depends on the needs of teaching strategies of teaching and learning, mastering knowledge and developing intelligence. Therefore, it is not enough to have skilled application technology, but also need the support of modern educational theory. Only by using correct teaching strategies can we promote the development of teaching.
4. Correctly handle the relationship between multimedia teaching methods and traditional teaching mode.
As a brand-new teaching method, multimedia teaching is presented to people with its uniqueness, advancement and efficiency, just like a beautiful landscape. However, not all teaching contents are suitable for use, and not all teaching contents must adopt multimedia technology to realize teaching optimization, but should be used reasonably according to actual needs to achieve the best results. Although the traditional teaching simulation does not have the above advantages, its application and improvement for thousands of years also has an irreplaceable essence. Practice has proved that only by organically combining multimedia teaching with traditional teaching mode can we realize complementary advantages. Never blindly pursue "high technology" in teaching, mistakenly thinking that a class without computer multimedia teaching is not a good class. We should see that no matter what class, as long as the teaching media is used properly, it fully mobilizes students' learning enthusiasm, gives play to students' main role, achieves the effect of cultivating students' innovative thinking and creativity, and improves learning efficiency, it is a good class.
5.2 Several problems that should be paid attention to in improving multimedia teaching
The key to the successful application of multimedia teaching method is the design and use of multimedia teaching courseware. Through exploration, multimedia teaching should pay attention to the following issues:
1, the design of teaching courseware content
In the design of teaching courseware, first of all, the content should be concise and focused, and multimedia courseware should not be turned into all-inclusive e-books, which is not conducive to students' mastery of teaching content. Therefore, when making multimedia courseware, teachers must make it clear that multimedia courseware is designed for classroom teaching, summarize the teaching content into an outline of learning points, and present it in the multimedia courseware with concise outline language, with prominent focus and appropriate details, so that students can quickly and accurately grasp the central content of teaching.
2. The combination of multimedia technology and traditional teaching methods.
While using multimedia teaching methods, we should not ignore the use of traditional teaching methods and means. Because multimedia teaching is pre-made courseware, its playing order and progress are fixed, which leads to the disadvantages of fixed teaching content and programmed teaching process. It is difficult for teachers to improvise, and sometimes they can't even temporarily adjust the teaching content according to the students' reaction and the classroom atmosphere, which leads to the inflexible teaching form, insufficient teaching flexibility and greatly affected the teaching effect. At the same time, because students pay too much attention to the screen and sound, they ignore the teaching effect brought by the vivid body language, lively blackboard writing and the changes of teachers' expressions in the classroom over time.
Teaching is an art, which refers to the performance effect of teachers' body and language in the classroom. In classroom teaching, teachers' personality charm and interesting explanations can mobilize students to actively participate in teaching through emotional infection between teachers and students. Good teaching effect and positive effect on students' psychology are irreplaceable by any form of electronic media. Therefore, when using multimedia teaching, we should sublate it, that is, inherit the essence of traditional teaching, give play to the advantages of multimedia teaching and complement each other.
3. Give play to the leading role of teachers in multimedia teaching.
In the use of multimedia teaching, the source of knowledge is no longer limited to teachers and textbooks. Students will get a lot of information through the application of multimedia technology, but the leading role of teachers in specific teaching can not be ignored. Because all kinds of modern media technologies are only auxiliary tools for teaching, only teachers are the source of imparting knowledge and cultivating students' ability. Therefore, in multimedia teaching, teachers are not projectionists and students are not spectators. The contradiction between teaching and learning between teachers and students can only be solved through the interactive process of teacher-led and students' learning. Multimedia technology can't take the place of teachers' function of summarizing, summarizing and deepening knowledge. If we blindly pursue the application of multimedia technology and ignore the leading role of teachers, such multimedia technology teaching will deviate from the original intention of application.
To sum up, we come to the conclusion that we should dialectically treat multimedia as a new thing, pay attention to the scale of its application in the classroom, follow the regularity of classroom teaching, and bring it into the modern track of classroom teaching instead of being swallowed up by multimedia. Through exploration, it is believed that teachers are the main body of education, and teachers can only teach and educate people if they seriously study the knowledge of education and teaching and apply scientific educational ideas and thoughts.
According to the survey, teachers in many colleges and universities have basically mastered multimedia application technology, but in some colleges and universities, there are still a group of teachers who are not familiar with or even can't use multimedia equipment, and are still used to traditional teaching methods and means, and the function of multimedia teaching equipment has not brought its use value into full play. Therefore, in the face of this situation, I think college teachers need to strengthen their own learning and cultivate and master the skills of using multimedia teaching equipment as soon as possible.
Chapter VI Application of Computer Multimedia in Teaching
We use REALONEplayer to illustrate the application of computer multimedia in teaching:
6. Introduction of1Realone player
Realone Player is a brand-new audio-video integrated playback system launched by RealNetworks. A major feature of RealONE is the multi-screen function. Brand-new web browsing, music library management and a large number of built-in online radio and television channels have brought a vivid, rich and wonderful internet world to everyone.
6.2 Use of RealOne Player
Figure 6. 1RealOne player main window
1. Play local media files.
(1) Select menu bar file → Open command to open the open dialog box, as shown in figure 10. 17.
Figure 6.2 "Open" dialog box
(2) Click the button to open the file opening dialog box, as shown in figure 10. 18.
Figure 6.3 "Open File" dialog box
(3) Select a local media file to play, and one or more files can be played at the same time.
(4) Click the button to start playing.
2. Play network streaming media
RealOne Player has two ways to play streaming media files.
1) Enter the link location to open the file.
(1) Select menu bar file → Open command to open the open dialog box, as shown in figure 10. 17.
(2) Enter the web address of the media file to be played in the open dialog box.
(3) Click the button, RealOne Player will link first, and then open the specified streaming media file.
2) Webcast
(1) Use a browser to open a web page that provides online games.
(2) Click the "Play" link icon of the media file, and the computer will automatically start RealOne Player to play the media file.
6.3 RealOne Teaching Application
There are many teaching modes of ancient poetry, and there are five common steps: ① solving poetry questions; 2 know the poet; ③ Understanding poetry; ④ Understanding poetry emotion; ⑤ Expand the field of poetry. The program is clear, the teaching path is bright and the effect is outstanding. However, in a pluralistic society, a variety of models and modes can breed the fruits of diversified teaching. Multimedia can achieve this effect. Let's take the ancient poem Plum Blossom as an example to illustrate.
When learning this poem, you can use the powerful function of RealOne Player to realize it. We can make a flash courseware about the ancient poem Plum Blossom, and then search the Internet for recordings of some famous people reading ancient poems, add them to the courseware, and then import them into RealOne Player to play. The atmosphere created by this intuitive, vivid and vivid picture and sound can stimulate students' interest in learning. At the same time, in the recording, these famous artists read ancient poems vividly, clearly and rhythmically, combined with audio and video images. When students are allowed to read ancient poems by themselves, they will certainly learn to read ancient poems like that famous artist, because we know that such a big child has a strong imitation ability. Practice has proved that students can listen to the recording first, and then try to read ancient poems by themselves, so that students can understand the rhythmic beauty of ancient poems as soon as possible and read them fluently and rhythmically.
We can also properly match the appropriate music when reading ancient poems, guide students to recite poems with emotion, let pictures and sounds blend together vividly, and then guide students to join appropriate imagination, so that students can immerse themselves in the scene, have emotional resonance and re-enter the artistic conception of poems. In the whole teaching, we use the powerful function of the multimedia player RealOne Player to stimulate students' interest in reading poetry. This interest runs through the whole process of reading poetry and enters at different levels. Therefore, using many media to assist the teaching and reading of ancient poems can create a vivid and vivid teaching environment and greatly enhance students' interest in reading ancient poems.
Chapter VII Summary
Through examples, we can see that multimedia really makes up for many shortcomings of traditional teaching and brings new vitality to teaching. This requires every teacher to improve multimedia teaching ability, make full use of school multimedia equipment, inherit the essence of traditional teaching, complement each other's advantages, and cultivate creative and exploratory talents for the society.
thank you
After several months of hard work, this paper is coming to an end. The whole process, from topic selection to data collection to paper writing, has been carefully considered, carefully consulted and carefully revised. Here, I would like to thank my tutor, who has given me great help and inspiration in the topic selection, writing and data access, especially in the process of several revisions of the paper, Mr. Ma has extensive knowledge and rigorous academic spirit.
At the same time, I would like to express my heartfelt thanks to all the academic experts and teachers who cited this article. It was their books and published academic papers that gave me great inspiration and guidance and made me finish my thesis.
Secondly, before I graduate, I would like to thank all the teachers in the Institute of Information Technology for their careful education and training, so that I not only learned solid professional knowledge in my five-year study career, but also benefited a lot from their words and deeds. Their rigorous attitude and patience are also examples for me to study forever, which will have a positive impact on my future study and work. Finally, I want to thank my school, tianshui normal university, for training me in the past two years.
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[3] Lai Wenji. On the new mode of multimedia teaching [C]. Journal of Guilin Institute of Electronic Technology. Volume 25, No.2, April 2005
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[5] Wang Jin. On computer multimedia teaching. 2005 Higher Education Forum