Problems and Countermeasures in Multimedia Teaching in Colleges and Universities Abstract: At present, there are some problems in multimedia teaching in local undergraduate colleges, such as excessive dependence on technology, low quality of courseware, poor teaching environment and low level of teachers' use. Measures such as strengthening training and improving teachers' ability to apply multimedia equipment should be taken to solve this problem.
Paper Keywords: College Multimedia Teaching Problems and Countermeasures
First, the problems in the use of multimedia teaching
1. Over-reliance on technology and insufficient use of traditional teaching.
Excessive reliance on multimedia technology and neglect of the application of excellent traditional teaching methods in classroom teaching have aroused students' strong dissatisfaction. In June 2009, 65438+1October, 65438+1October, China Youth Daily reported the related content with the title "College Teachers Too Dependent on PPT Classroom Teaching and Losing Their Soul", which shows that the "PPT Dependence" of college teachers is very serious.
Many college students say that PPT teaching has raised too many lazy teachers, who used to write on the blackboard and deduce formulas, but after PPT teaching, PPT is taught according to the script in class. There is a teacher in class, the classroom is out of power and the computer can't be used. The teacher didn't know what was in this class-it turned out that the teacher's PPT was copied from another teacher. It can be inferred that the teacher did not prepare lessons at all before class.
2. The quality of multimedia teaching courseware is not high
Due to the lack of financial support and effective encouragement measures, teachers in local undergraduate colleges make their own teaching courseware based on interest and self-awareness, usually by themselves, with little cooperation and PPT as the main content. However, it is difficult to guarantee the quality of teaching courseware made by subject teachers themselves. At present, the main problems are: first, the screen replaces the blackboard, and the teaching materials are moved around. PPT presents some or even all words, examples, experimental processes, etc. In the textbook, and the text density is too high, so the key and difficult points in teaching can not be highlighted. When teaching, the teacher displays screen by screen, and the formal expression is not new, which does not conform to the students' viewing habits. At the same time, the amount of information is too large, which is easy to cause the learning burden of learners. Second, the color matching is not harmonious. Teachers do not fully consider the requirements of teaching information presentation, the overall style of courseware, learners' age characteristics and cognitive rules, and the background color jumps too much between pages, which causes learners' visual fatigue and affects the overall sense of harmony. Third, the non-teaching content in the courseware distracts students' attention. In order to increase the interest of the courseware, some teachers have interspersed various productions in it, and inappropriate sound effects, animations and links have filled the main teaching content. If some teachers choose a template with animation effect, cartoon image and scenery, it will become the focus of students' attention and discussion.
3. The multimedia teaching environment is relatively poor
For most local undergraduate colleges, the shortage of running funds leads to insufficient teaching investment or multimedia equipment can not be put in place in time due to management system reasons. At the same time, if the management and maintenance are not in place, the failure rate of multimedia teaching equipment will be high, which will affect the normal teaching effect. For example, the computer runs slowly, and playing large video files has a "card" phenomenon; Long-term use of projectors or untimely replacement of light bulbs will lead to blurred screen images and affect the efficiency and quality of teaching information transmission.
At the same time, the configuration of multimedia classroom equipment can not be in place at one time, and it is always uneven. In addition, in recent years, many colleges and universities have made great efforts to build new areas, but they have not paid enough attention to the relocation of equipment in the old areas, which has caused many old, broken and old equipment to serve beyond the time limit, and its teaching effect can be imagined.
4. The use level of teachers is not high.
In the process of managing multimedia classrooms, the author made a rough statistics. More than 80% of the failures of teaching equipment reflected by teachers are caused by poor or unskilled operation and insufficient understanding of media application. For example, teachers who teach ideological and political courses often need to play video files, and the purchased textbooks or video files downloaded from the Internet usually have a default player. If this default player is not installed in the multimedia classroom that happens to be in class, the file cannot be played normally. In fact, just change the default player to the existing program design on the computer. However, inexperienced teachers may think that it is computer damage or virus, thus wasting a lot of classroom teaching time to seek help and wait for technical maintenance personnel to solve it. At the same time, the teacher's teaching process is mechanical and rigid, only according to the courseware designed in advance, which greatly limits the interaction between teachers and students.
Due to the low level of teachers' use of multimedia teaching methods, it is often counterproductive in the low level of use, not only the teaching quality and efficiency can not be improved, but also the normal teaching is often affected by technical obstacles.
Second, the rational use of multimedia teaching countermeasures
1. Strengthen the education of teachers' morality and establish the leading position of teachers.
Through the education of teachers' morality and style, teachers' concept of teaching and educating people and teachers' moral level can be improved. Advanced educational technology, instead of bringing vitality to the classroom, makes the classroom more lifeless, which is obviously not the fault of the technology itself. If teachers attach importance to teaching, multimedia can play its "advanced" role; And if teachers don't pay attention to teaching, "advanced" technology will only further compare teachers' "not advanced" teaching methods. Therefore, no matter the traditional teaching method or multimedia teaching, even the best multimedia can't improve the teaching quality if teachers don't prepare lessons carefully and organize teaching according to teaching objects, teaching objectives and teaching situations. The only purpose of using multimedia in teaching is to improve teaching quality and efficiency, and it cannot be a substitute for teachers' insufficient investment in teaching energy and an excuse for laziness. Some problems arising from multimedia in teaching lie not in multimedia itself, but in teachers' understanding of teaching and teachers' morality.
Teachers should correctly understand the position of multimedia in teaching. In the classroom, teachers are the core forces that play a leading role. Multimedia is always an auxiliary means of teaching. It is the teacher who should organize the course teaching, not the CAI courseware. Whether the class is wonderful or not depends on the organization of the lecturer's teaching content. You can teach well with PPT, and you can teach well without PPT. Only when multimedia is needed to show the teaching content, the focus of teaching should be shifted to multimedia, not because teachers are afraid of writing on the blackboard and eating chalk dust, nor because courseware is easy to control time and rhythm.
Teachers should be guided to correctly understand the relationship between multimedia teaching and traditional teaching. Multimedia teaching and traditional teaching have their own advantages and disadvantages. For example, the advantages of traditional teaching, such as low cost, flexible operation and convenient improvisation, are exactly what multimedia teaching does not have. Some courses or teaching contents may not be suitable for multimedia teaching, such as mathematics and program algorithm, and it may be necessary to analyze and reason step by step on the blackboard instead of presenting them to students through multimedia. Therefore, teachers are required not to use multimedia in the whole class in actual teaching, but to realize the complementary advantages of multimedia teaching and traditional teaching, and to use it boldly when using traditional teaching. Schools should make teachers understand that "advanced" teaching is not based on whether the media used is modern and advanced, but on teachers' teaching ideas and teaching behaviors, and adhere to this concept in teachers' teaching evaluation. "
2. Improve teachers' level of making multimedia courseware.
Courseware development is a systematic project, involving pedagogy, psychology, computer science, professional disciplines and other disciplines, which requires the full cooperation of professionals in various fields. Therefore, in the process of large-scale courseware development, there should be a reasonable development team composed of project leaders, subject teaching experts, teaching design experts, software engineering experts, multimedia material production experts and multimedia courseware production experts. Even the development of small courseware requires developers to invest a lot of energy and time. At the same time, the technical requirements for developers are relatively high, and developers must master relevant development tools and basic knowledge of art, music and educational psychology.
Schools can regularly carry out multimedia courseware production and design competitions and exchange activities; Encourage teachers to make up for their lack of knowledge and ability to make courseware through complementary advantages and Qi Xin's cooperation; Clear quality requirements and evaluation criteria (such as teaching appropriateness, decoration appropriateness, program appropriateness and course appropriateness) are put forward for multimedia courseware used in teaching, so as to promote teachers' integration, selection and production of multimedia courseware and improve the quality of classroom multimedia teaching.
Schools can build a library of high-quality multimedia materials, and encourage teachers from all disciplines to make high-quality materials from the content that needs multimedia display in each teaching unit through certain encouragement measures. Teachers will choose, organize and use multimedia teaching resources according to their own teaching needs, which will greatly reduce the difficulty of making multimedia courseware and improve the flexibility of using multimedia materials in classroom teaching.
3. Improve the integrity rate of multimedia teaching equipment.
Article 29 of Opinions of the Ministry of Education on Improving the Quality of Higher Education in an All-round Way (Jiaogao [2012] No.4) clearly states that it is necessary to "speed up the process of education informatization and strengthen the construction of information conditions such as digital campus, data center and modern teaching environment". The quality of classroom teaching is the foundation of a university, and it should be the focus and core of the school's work at any time. As a multimedia teaching environment closely related to the quality of classroom teaching, the cost of facilities investment and maintenance is relatively high, so schools must pay enough attention to it. Besides having sufficient financial and human resources, we should also pay attention to the following points: 4. Strengthen training and improve teachers' ability to apply multimedia equipment.
Teachers are the direct operators of multimedia teaching equipment, and their understanding of equipment functions and proficiency in operation determine the level of multimedia teaching.
Schools should establish a multimedia classroom access system and regularly carry out multimedia teaching skills training. Teachers must pass training and examination before they can arrange multimedia teaching tasks. The training content should include the performance, function and characteristics of multimedia equipment, multimedia teaching methods, and the troubleshooting of basic faults of multimedia teaching equipment. There should be both theoretical explanation and practical operation. Through training and assessment, every teacher who enters the multimedia classroom can skillfully and standardly operate multimedia teaching equipment and know how to use it correctly in teaching.
Teacher training should not be expected once and for all, but should be held at any time with the upgrading of school equipment. Special technicians should be arranged to receive technical advice from teachers at any time, and online resources should be established to facilitate teachers' inquiries.
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