This paper analyzes the advantages and problems of multimedia teaching mode compared with traditional teaching mode, discusses and puts forward the countermeasures and methods to solve the problems, and proves the feasibility of the proposed countermeasures through teaching practice.
Paper Keywords: multimedia teaching mode traditional teaching mode courseware teachers and students
0. preface
With the rapid development of computer and communication technology, the teaching methods of most courses in university education are undergoing revolutionary changes. The dominant position of traditional chalk and blackboard teaching methods is gradually weakening, and modern teaching methods of multimedia and network are becoming the mainstream way of university education.
Advantages of multimedia teaching.
Multimedia teaching refers to the process of teaching by using multimedia computers and pre-made multimedia courseware, also known as computer-aided teaching. The introduction of multimedia technology into university education is an effective improvement of traditional teaching mode and an important symbol of the modernization of teaching methods. The purpose of multimedia-assisted teaching is to effectively improve the teaching effect. Compared with the traditional teaching mode, multimedia teaching mode can pre-compile teaching courseware and fully create a vivid and illustrated teaching environment. Make teachers' teaching more vivid and true; Let students understand the teaching content more intuitively, easily and deeply, so as to effectively reduce the learning difficulty of students, effectively stimulate their interest in learning, effectively increase their enthusiasm and initiative in learning, and truly achieve the ultimate goal of improving the teaching effect. Compared with the traditional teaching mode, its main features are as follows:
1. 1 There is a lot of information in the class.
By making multimedia courseware, teachers can easily update the rich frontier materials of this subject by means of the Internet, so that students can broaden their horizons and make their knowledge more contemporary. By using multimedia courseware reasonably in class, teachers can save time on writing on the blackboard. In particular, some professional basic courses and engineering courses, such as "Precision Mechanical Design" and "Mechanical Principles", can also save a lot of drawing time, thus relatively increasing classroom time and increasing classroom information capacity.
1.2 teaching is more intuitive.
Using computer and multimedia technology, some teaching contents that are difficult to express clearly in traditional teaching mode are expressed intuitively and clearly. Make the teaching content intuitive, vivid and infectious. It can greatly increase students' perceptual knowledge and stimulate their interest in learning. For example, many basic courses and specialized courses in engineering are closely related to engineering practice, and the design and manufacture of many parts are closely related to the engineering site. To learn and master these contents, we must understand the engineering background, be familiar with the engineering environment and have a certain spatial imagination. However, it is difficult for teachers to teach the above contents clearly in the traditional teaching mode, which naturally increases the difficulty for students to learn, understand and master. The use of multimedia intuitive teaching, you can use a variety of teaching methods such as images, sounds, pictures, animation, etc., and easily make the content clear. The difficulty for students to understand and master will be greatly reduced.
1.3 is easy to form multi-sensory stimulation.
Using multimedia courseware to implement teaching can easily use various modern teaching methods such as images, sounds, pictures, animations and slides to form a colorful and dynamic teaching atmosphere, fully stimulate students' visual and auditory senses such as eyes, ears, hands and mouth, arouse the excitement of many functional areas in the brain, fully mobilize students' learning initiative and effectively improve teaching effect.
1.4 easy to form resources * * *
Due to the use of multimedia courseware in teaching time, the courseware has been basically made, which is convenient to use the campus network, education network and other favorable conditions to put the courseware in the designated column, to maximize the communication between teachers and students, schools, families and society, and to achieve the purpose of resource sharing.
2. Disadvantages of multimedia teaching
2. 1 Ignore the teaching content and blindly use multimedia.
From the perspective of teaching practice, multimedia teaching is more used in teaching tasks that require a large number of animation demonstrations, graphics and charts, and a large demand for engineering and social background materials. However, the current situation is that many teachers blindly follow the crowd and use multimedia courseware to teach regardless of whether the teaching content is necessary. As a result, there are many disharmonious phenomena that are not conducive to improving the teaching effect. For example, some teachers use computers and projectors to type a topic in a class, and nothing else appears, resulting in a great waste of hardware resources; In another case, the teacher copied the original content of the textbook into PPT and turned the textbook into a screen lecture.
2.2 The quality of multimedia courseware is uneven, and it is difficult to highlight the key points.
Many schools demand to increase the proportion of multimedia teaching, and the use of multimedia teaching is more flexible and easier than using traditional methods, resulting in many inferior multimedia. Some of these courseware are simple copies of textbook contents, which are single in form and lack of inspiration and vividness. Students are prone to brain fatigue, which can not only stimulate students' enthusiasm and initiative in learning, but also dampen students' initiative in learning, make students feel tired of learning and seriously affect the teaching effect. On the other hand, some courseware is very fancy, with words, sounds, images and animations. On the surface, it seems that the technical foundation is very thick and the beautification effect is good. However, in practice, it is difficult to highlight the teaching focus and easily distract students' attention. On the surface, the classroom is very prosperous and full of vitality. Its essence is that students' attention is not fully used to understand and master the teaching content, but to watch the excitement and go through the motions, which directly leads to the consequences of putting the cart before the horse.
2.3 It increases the difficulty for teachers to grasp classroom teaching and limits teachers' subjective initiative.
With the traditional teaching mode, teachers can adjust the class schedule and teaching content according to students' understanding of the teaching content. For example: reteach the content from different angles and add examples. In this way, it is relatively less difficult and more flexible for teachers to control the classroom. However, after using multimedia teaching, because the program of courseware is designed in advance, the flexibility of teachers' teaching is limited, and the exertion of subjective initiative is also limited. This problem is even more prominent if the network is used for teaching.
2.4 increased the inertia of students.
Because multimedia courseware is easy to copy, quite a few students don't take notes, draw key points or summarize in class. What's more, you don't think seriously and waste class time. They think that as long as they copy the teacher's courseware to their own storage media after class, they can take a look at it by the way. They don't realize that classroom is the main time for learning and an efficient place for understanding and digesting what they have learned. Necessary recording, induction and summary are indispensable links to deepen and master the knowledge learned and transform it into one's own ability. Simple replication is irreplaceable.
3. Measures to improve the effect of multimedia teaching
3. 1 Establish an access system for multimedia courseware to effectively curb the abuse of multimedia courseware.
Teaching management departments such as teaching course group and teaching and research section should organize relevant teachers to conduct in-depth and detailed discussions and studies on the content and nature of the courses taught, and determine which courses are suitable for all or part of multimedia teaching, which courses are suitable for those parts of multimedia teaching, and which courses are not suitable for multimedia teaching. On this basis, the proportion of chapters and contents in local teaching with multimedia is further studied. In order to determine the number and proportion of courses undertaken by teaching units. Give strong support to the courses suitable for multimedia teaching in hardware; Multimedia teaching will not be arranged for courses that are not suitable for multimedia teaching. For some courses suitable for multimedia teaching, we should give some support in hardware according to the teaching progress. Achieve the purpose of saving resources and improving teaching quality.
3.2 Strictly control the quality of multimedia courseware to minimize the impact of inferior courseware on teaching quality.
The quality of multimedia courseware has a very important influence on teaching quality, and high-quality multimedia courseware can achieve good teaching effect; On the contrary, poor quality multimedia courseware can not only improve the teaching quality, but also seriously hit students' enthusiasm, initiative and interest in learning. Judging from the types of multimedia courseware widely used at present, there are mainly recommended courseware imported from this discipline and specialty; Teachers or teaching units organize multimedia courseware prepared by relevant teachers according to the course content. Of the above two kinds of courseware, the quality of the former is generally higher, but if it is directly used in related majors of various schools without any changes, it will inevitably lead to poor adaptability. So this kind of courseware must also be checked. The main measures are as follows: first, before the introduction, we should organize manpower to evaluate the similar courseware to be introduced according to the characteristics of related majors in each school, and determine the most suitable courseware to be introduced. Secondly, after the introduction, it is best to make some local improvements according to the characteristics of your own major to further improve the professional adaptability of courseware; For the courseware made by teachers, the relevant teaching units should organize teachers with teaching experience to comprehensively evaluate the courseware from the aspects of form, content and expected use effect, and give objective conclusions. Such as: available, modified, not applicable, etc. Only by adopting the above methods can the negative impact of the multi-teaching effect of inferior multimedia courseware be minimized.
3.3 Teachers who use multimedia teaching should receive appropriate training to improve their ability to use multimedia.
Teaching management departments should, according to the specific conditions of their own units, train teachers who use multimedia in a planned and organized way, and hire teachers with good multimedia use effect and rich experience from other units regularly or irregularly to give lectures, so as to realize inter-school communication and improve the teaching effect of multimedia teaching; Of course, we can also create conditions for teachers in our school and our unit to exchange teaching experience and experience, especially for teachers, old teachers and young teachers who use multimedia teaching and traditional teaching mode to communicate, so that multimedia teaching mode and traditional teaching mode can be organically combined in teaching practice; Make the old teachers' teaching experience organically combined with the young teachers' good computer skills to promote each other and improve the teaching effect.
3.4 Strengthen the guidance to students, so that students can adapt to the multimedia teaching mode as soon as possible.
In the course of course teaching, teachers should not only teach the course content seriously and teach students the necessary knowledge, but also teach students the learning methods in time and try their best to teach them how to learn. For example, explain to students the necessity of taking notes, drawing key points and summarizing in multimedia class, eliminate students' dependence and inertia in multimedia class to the maximum extent, improve students' consciousness, enthusiasm and initiative in learning, and thus maximize the teaching effect.
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