Multimedia teaching means

Question 1: How to use multimedia technology to explain that students' interest in teaching is not spontaneous, and teachers need to guide, stimulate students' interest in learning and help students form learning motivation, which is an important condition for successful teaching. Understanding the characteristics of cuboids and cubes, and teaching the concepts of surface area and volume can all show cuboids and cubes by multimedia, and then abstract the graphics from the objects, and create a learning atmosphere by using animation effects to stimulate students' interest in learning and lay the foundation for independent and effective learning. Using multimedia to create situations. Multimedia teaching has the characteristics of intuition, image, concreteness and life. Using multimedia to create situations makes abstract concepts concrete and difficult problems easy to understand. For example, when teaching "the understanding of cuboids", the opposite sides are exactly the same, and the sides are equal in length. I use the computer to translate two faces and corresponding edges, so that students can see that the two opposite faces are completely coincident and the opposite edges are completely equal, thus achieving concrete and intuitive effects.

In mathematics teaching, choosing typical living materials to introduce new courses can stimulate students' curiosity and interest in learning. A relaxed and harmonious learning environment can not only cultivate students' interest in learning, but also help to cultivate their creative thinking ability. At the beginning of new knowledge teaching, creating situations can effectively stimulate students' interest in learning and improve learning efficiency. Connecting with practice can also cultivate interest in learning. In classroom teaching, vivid teaching methods such as visual AIDS and projectors can make static mathematics knowledge dynamic, which can not only stimulate students' enthusiasm for learning, but also make students impressed with what they have learned and unforgettable. In mathematics classroom teaching, diversified practice is an effective way to help students master knowledge, improve their ability to use knowledge, cultivate their interest in learning and develop logical thinking. In mathematics practice, we should use a variety of questions to make the practice content flexible and interesting. In addition, consciously guiding students to use mathematical knowledge to solve practical problems in extracurricular practice can also cultivate students' strong interest in learning. Use learning results to develop learning interest and cultivate students' exploration ability.

Question 2: How to promote the complementary advantages of traditional teaching methods and multimedia teaching methods? Schlemm, an American mass media scientist, once said, "If the two media have the same function in achieving a certain teaching goal, I will definitely choose the one with lower price." In other words, the choice of media must follow the principle of "low cost and high efficiency", which also applies to classroom teaching. What kind of teaching means to use does not depend on how many means of production and scientific content it uses, but on whether it is suitable for teaching, whether it can inspire and guide students and whether it can improve classroom efficiency. As long as it is used properly, multimedia teaching and traditional teaching methods can fully display and give full play to their greatest advantages. What we have to do is to adopt appropriate teaching strategies, make use of their strengths and form complementary advantages.

After years of teaching research, the author has preliminarily formed the following complementary teaching strategies by studying relevant materials and summarizing actual teaching.

(1) Change teachers' teaching concepts, and let traditional teaching methods and multimedia teaching methods add luster to teaching.

In order to realize the complementary advantages of multimedia teaching and traditional teaching methods in classroom teaching, the first prerequisite is to vigorously promote the transformation and renewal of teachers' teaching concepts. Otherwise, it is very likely to "wear new shoes and take the old road." The correct attitude should be that we can neither stand still on the grounds of inheriting traditional teaching, ignore the advantages and influence of multimedia teaching, nor completely break away from the original foundation of traditional teaching and unilaterally pursue multimedia teaching methods. We should correctly evaluate traditional teaching and its theoretical basis, inherit its essence and discard its dross; We should not blindly worship advanced modern educational means, but objectively and realistically study and analyze them, learn from their strengths and discard their weaknesses; Under the unified guidance of quality education and the new curriculum concept, we should realize the high-quality "integration" and complementary advantages of the "two teaching methods", so that all traditional and modern teaching methods can be used by us, and people can make the best use of them.

We can change teachers' teaching concept from two aspects. First, seriously study modern educational theory, so that teachers can truly realize that applying modern educational technology to classroom teaching is the inevitable requirement of educational reform and the need of implementing new curriculum reform. If you don't learn and master modern educational technology, you can't keep up with the pace of modern educational reform and development, and you will fall behind. Second, actively carry out modern educational technology training, so that teachers can master the methods and means of modern educational technology, understand the advantages of modern educational technology and its great influence on classroom teaching behavior, and then actively learn and master the operational skills of modern educational technology, boldly, flexibly and effectively apply modern educational technology represented by multimedia technology to classroom teaching in various disciplines, and organically combine with traditional teaching methods to form complementary advantages and complement each other.

(2) Stimulate students' interest in learning and make traditional teaching methods and multimedia teaching methods suitable for the classroom.

Tolstoy pointed out: "Successful teaching needs not coercion, but arousing students' interest. Bruner also said: "The best way to learn is to be interested in what you have learned." Zankov, an educator, said: "Once the teaching method touches students' emotional and will fields and their psychological needs, this kind of teaching will become highly effective. "Traditional teaching is better than multimedia teaching. Only by stimulating students' enthusiasm and interest in learning can this kind of teaching be effective and available, otherwise it will not be available.

Using multimedia teaching methods or traditional teaching methods can stimulate students' interest in learning. The key is to give play to their different advantages in stimulating students' interest in learning. First of all, we should know what advantages they have in stimulating students' interest in learning. Secondly, it is necessary to determine the teaching links to be used in combination with the contents of the teaching materials, and at the same time, it is necessary to study the learning psychology and learning needs of the students. Only in this way can we really teach students in accordance with their aptitude, have a clear aim, stimulate students' interest in learning to the maximum extent and arouse their enthusiasm for learning.

(3) Distinguish priorities and strengthen integration, so that "teacher-led" and "student-centered" can be fully reflected.

In classroom teaching, what kind of teaching methods and means are adopted to achieve teaching objectives; Which is the main and which is the auxiliary, this is what teachers should consider clearly when preparing lessons and attending classes. Traditional teaching method is a conventional teaching method, which is the most commonly used and main teaching method. It can be said that every class of every subject is in use, and multimedia teaching method is only an auxiliary teaching method at this stage, and it has not become a normal teaching method that must be used in every class. More as an ornament, it appears in so-called open classes or some review classes and lectures. Therefore, at present, traditional teaching methods should be the main teaching strategy and multimedia should be used. & gt

Question 3: What is the function of multimedia teaching? What are the teaching methods? Using multimedia computer-aided teaching can stimulate learning interest, mobilize learning enthusiasm and improve the quality and efficiency of classroom teaching. What are the teaching methods? 1) Language methods: including lecture method (speaking, interpreting, reading and speaking) and conversation method (inspiring, questioning and answering, guiding conversation). (2) Visual method: including demonstration, visit and field trip. (3) Practice methods: including practice (oral practice, written practice, operation practice). (4) Methods of autonomous learning: including reading guidance, discussion and cooperation. In short, the choice of teaching methods should be based on teaching objectives and tasks, subject characteristics and learning content, students' age characteristics, teaching environment and teaching equipment.

Question 4: What are multimedia and multimedia teaching? Nowadays, multimedia teaching is becoming more and more popular, but until recently, many people couldn't tell what audio-visual teaching was and what multimedia teaching was. It seems necessary to reiterate what multimedia is and what multimedia teaching is. In fact, these two issues are generally recognized by multimedia education experts. About multimedia, broadly speaking, "refers to the combined application of various single-function teaching media", such as blackboards, wall charts, slides, projectors and so on. In a narrow sense, it refers to the teaching application of multimedia technology, that is, using multimedia computers to comprehensively process and control media information such as symbols, languages, characters, sounds, graphics, images and animations, organically combine various multimedia elements according to teaching requirements, and complete a series of human-computer interaction operations at the same time. The latter is actually the definition of multimedia that we widely recognize and use today. It has two outstanding characteristics, one is that it is different from the traditional teaching media with computer as the core, and the other is that it can process information interactively, which is different from other modern teaching media. In a sense, the greatest significance of multimedia teaching to education and teaching methods lies in its second feature, that is, it can truly realize teaching interaction and teacher-student interaction. However, due to the constraints of physics (including hardware and software) and manpower (including management level and operation level), it is basically impossible for China universities to do this except for some distance education colleges and a few courses. In other words, according to this standard, we can only draw the conclusion that multimedia teaching has not been used in ordinary colleges and universities in China. This is obviously contrary to people's understanding. I have no intention of changing the scientific definition here, but I just want to find a reasonable explanation. According to my understanding, the first feature mentioned above is the basic standard or bottom line for people to judge whether multimedia is used in reality. The second feature is actually the future goal of multimedia teaching development, but it is not a realistic requirement. Generally speaking, whether to use multimedia or not and the standard of multimedia teaching are: using computer-controlled audio-visual equipment to demonstrate or play various media activities related to teaching at the teaching site. Of course, this definition needs to be recognized by experts, but according to this more acceptable definition, many teaching activities that meet this standard can be considered as multimedia teaching, which is more reasonable.

Question 5: Can multimedia teaching methods replace traditional teaching mode? Betel nut primary school: By comparison, Huang Yucheng thinks that multimedia-assisted teaching cannot exclude or replace the traditional classroom teaching mode, because the traditional teaching mode is an effective teaching mode summarized by educators through long-term practice and research, and the current teaching mode cannot be separated from the traditional teaching mode. Multimedia teaching means can only be used as an auxiliary function, but can not completely replace the traditional teaching mode. Some teachers think that multimedia classroom teaching has advantages that traditional teaching mode does not have. Every class must be multimedia, especially open class or demonstration class. It seems that without multimedia, it is not a good class. This understanding overemphasizes the advantages of multimedia teaching, but ignores the students' dominant position, the leading role of teachers and the emotional communication between teachers and students in the classroom, which weakens teachers' teaching art and improvisation ability, which is not in line with students' cognitive law. If we blindly pursue the luxury of classroom teaching process, pay attention to sound, video, animation and projection, and pursue the large capacity of knowledge transfer, it will either distract students' attention or make them lose sight of one thing and reduce classroom efficiency. Every teacher's specific teaching language, teaching attitude, writing on the blackboard and adaptability are the greatest wealth. Only by organically combining traditional teaching methods, teachers' personal characteristics and multimedia-assisted teaching can the effect of multimedia classroom teaching be truly brought into play. In a word, multimedia teaching means and traditional teaching mode complement each other. We should not only pay attention to the application of multimedia in teaching, but ignore the adaptability and effectiveness of teachers' improvisation. Instead, we should combine them organically to make classroom teaching more colorful.

Question 6: What are the advantages and disadvantages of multimedia teaching? A comparative study of media teaching of jujube merchants based on paperless education and traditional teaching methods;

First of all, multimedia teaching can make the original abstract and boring learning content intuitive and enhance students' interest in learning through graphics, animation and other forms of expression.

Secondly, it can effectively implement the teacher-led and student-centered teaching mode. Because the multimedia teaching system is interactive, integrated and multidimensional, it can respect students' personality, give full play to teachers' role, realize two-way communication between teachers and students and carry out personalized teaching.

Thirdly, it can promote the transformation from the teaching mode based on knowledge transfer to the teaching mode based on quality education. Multimedia teaching system can create an autonomous learning environment for students.

Fourthly, multimedia teaching can improve teaching efficiency. In the process of teaching with multimedia system, teachers can directly use the remote controller to remotely control various devices in the control room in the classroom to select or control the teaching program source. If cameras are installed in some important teaching places and the teaching activities of each teaching place are fed back to the general control room for control, the general control room or the principal's office can see the teaching activities, and the teaching managers can also observe the teaching process conveniently, which is beneficial to teaching observation and teaching management.

Compared with traditional teaching methods, modern teaching methods have many advantages, but there are also many problems. If it is not handled properly, the ideal teaching effect will not be achieved.

First, the cost is high and the investment is large. The configuration of teaching hardware facilities such as computers occupies a lot of teaching funds. Second, the opportunities for direct communication between teachers and students are reduced, and there is a lack of psychological communication.

Third, the teaching speed is too fast, and students' notes and ideas can't keep up, which affects the effect of listening to lectures.

Fourth, the amount of information is too large, because there is a lot of information and teaching content, so it is difficult to digest it on the spot.

Fifth, it takes a lot of time to make courseware, which is easy for teachers to relax their research on teaching materials and teaching methods.

Sixth, relying too much on teaching environment and facilities has lost the flexibility and diversity of teaching methods. The teaching process is greatly influenced by objective uncertain factors, such as power failure, network and computer failures, poor classroom lighting, and lack of teachers' operating skills. , it will delay the teaching time and may affect the whole teaching process.

Question 7: The application of multimedia teaching means in teaching depends on the specific situation. With the rapid development of modern science and technology and the continuous advancement of modern educational technology experiments, multimedia, a modern teaching method, is increasingly applied to the teaching of various subjects in middle schools, breaking the original situation that traditional teaching methods are only used in the classroom. More and more classrooms use multimedia, and more and more teachers learn multimedia. Is multimedia teaching a panacea for turning the stone into gold? Is traditional teaching obsolete and backward? Are they the replacement of the old and the new, or are they harmonious? These are issues worthy of our attention and study. Therefore, in 2006, while becoming the third batch of modern educational technology experimental schools in Anhui Province, it actively applied for the project "Research on the Complementary Advantages of Traditional Teaching and Multimedia Teaching" and won the provincial project. The focus of this study is: according to the characteristics of different disciplines, rationally use multimedia and combine it with traditional teaching methods, give full play to the advantages of the two teaching methods and teaching means, and form complementary advantages, so as to effectively improve teaching quality and efficiency and achieve the best teaching effect. In this study, we think that multimedia teaching and traditional teaching have their own advantages and disadvantages. The unsatisfactory application of multimedia teaching methods is usually the advantage of traditional teaching methods, and the deficiency of traditional teaching methods is often the advantage of multimedia teaching methods. Therefore, there is a beneficial complementary relationship between multimedia teaching and traditional teaching methods. In order to truly realize the complementary advantages of traditional teaching and multimedia teaching in classroom teaching, we must first study and summarize the respective advantages and disadvantages of traditional teaching and multimedia teaching, and then we can discuss the advantages and avoid disadvantages and realize the complementary advantages. Advantages and disadvantages of traditional teaching methods Traditional teaching is a teaching mode with books as the carrier, teachers as the center, teachers explaining and students listening and practicing as the main activities. With a textbook, a teaching reference book, a piece of chalk and a mouth, teachers can carry out targeted, planned and focused education and teaching activities and complete teaching tasks in the form of class organization and classroom teaching according to the principle of teaching theory. Students' acquisition of knowledge depends on teachers' teaching and guidance. Compared with multimedia teaching methods, using traditional teaching methods has the following advantages. 1, saving time and effort in preparing lessons. Traditional teaching also needs to consult and collect materials when preparing lessons, and it also needs a certain amount of time and energy, but it does not need to spend a lot of time and energy to collect and process a large number of words, pictures, audio and video materials like multimedia teaching. Therefore, using traditional teaching methods for classroom teaching is relatively time-saving and labor-saving in preparing lessons. 2. The teaching cost is low. Using traditional teaching methods for classroom teaching does not require high-cost multimedia equipment (computers, projectors, consoles, microphones, etc.). Like multimedia teaching, as long as there is a piece of chalk, a few simple teaching AIDS (wall charts, drawing tools), general audio-visual equipment (tape recorders, projectors) or experimental equipment, and the cost of these teaching equipment is much lower than that of multimedia equipment. 3. Flexible operation. In classroom teaching, it is very convenient and flexible to use traditional teaching methods. You can pick up chalk to write on the blackboard, pick up drawing tools to draw figures and tables on the blackboard, and press the button to play recording recitation and projection slides. Even if the power supply is interrupted, it will not affect the normal teaching, unlike multimedia teaching, which relies entirely on power supply. You can improvise. In classroom teaching, there are often unexpected situations beyond the control of teaching design when preparing lessons, such as questions derived from students' answers or questions. These temporary classroom teaching contents are also an organic part of classroom teaching, and teachers need to guide them according to the situation. This kind of situation often happens in traditional teaching classes, and teachers can handle it flexibly without affecting the teaching progress and efficiency. 5, convenient to improvise. In the process of teaching, teachers often have sudden teaching inspiration due to the interaction between teachers and students, and produce some wonderful teaching contents that are very suitable for the teaching situation at that time. At this time, the teacher can improvise and produce unexpected teaching results. In this case, traditional teaching is more suitable and convenient for teachers to improvise than multimedia teaching. 6. Directly affect students. In traditional teaching, the organic combination of teachers' personal expertise, personalized teaching style and subject teaching content often has complementary effects and can directly affect students. Such as beautiful handwriting, beautiful blackboard writing, eloquent recitation, fluency and chic ... >>

Question 8: How to make better use of multimedia for effective teaching? We should deal with the relationship between various media means and teachers and students. I think we should adhere to the principle of taking teachers as the leading factor, students as the main body and multimedia as the medium. In the process of using multimedia in teaching, we should always adhere to the principle of giving priority to teaching, supplemented by teaching means. For example, teachers, students and multimedia means are just like the relationship between directors, actors and props when making movies. In the teaching process, teachers are the leaders of the whole teaching process, the implementers of teaching objectives, the organizers of classes, the disseminators of knowledge and the evaluators of teaching effects. Students are practitioners who accept knowledge, understand knowledge and innovate knowledge, and they are real subjects. Multimedia means is a bridge between teachers and students, and its existence must serve and obey the goal of teachers to impart knowledge, and must conform to the characteristics and abilities of students. If our teaching is subordinate to teaching means, or our teaching is bound by teaching means, it is putting the cart before the horse, which can't reach our teaching goal at all, let alone optimize the teaching process and improve classroom efficiency. Therefore, we should make full use of the platform of modern media, adhere to the organic combination of students' subjectivity and teachers' leading role, and fully mobilize their enthusiasm, so that teachers' leading role can be effectively brought into play and students' leading role can be fully reflected, thus optimizing classroom teaching and realizing teaching effectiveness.

Question 9: How to use multimedia in teaching? Secondly, we should grasp several problems that should be paid attention to in multimedia teaching:

First, teachers should carefully study textbooks, browse resources, choose media and analyze students before class.

1, teachers should carefully read the teaching materials and Teachers' Teaching Book before class to understand the teaching objectives and find out the key points and difficulties. Only in this way can we grasp the key points in class and not be in a hurry when teaching.

2. When preparing lessons, teachers should not only prepare knowledge points, but also analyze students. Only by analyzing the gap between students' existing knowledge level and teaching objectives can we determine the depth of knowledge explanation in teaching and how to deal with the relationship between new knowledge points and original knowledge. It is necessary to analyze the influence of students' psychological development law on teaching. For example, students in the lower grades of primary school have poor analytical skills and imagination, so we should try our best to visualize things, reduce the difficulty of teaching and make them easier to understand. In order to analyze the influence of region on students' learning cognition, students in rural areas may know less about the external information and things in urban daily life, while children in urban areas do not know some natural laws, which may easily hinder students' learning understanding, so teachers should pay attention to it when preparing lessons; By analyzing students' learning rules and interests, teachers should know what students want to know and explore in order to stimulate students' interest in learning.

3. Media resources should be selected according to students' characteristics before class. For example, when I was in the text "Wang Erxiao", I had to think that the students were living happily before class, and I couldn't understand what kind of environment Wang Erxiao was in at that time. Therefore, after carefully browsing the media, I chose a scene from the movie Private Zhang Ga, which fully reflected that people were in dire straits during the war years. It is hard-won for students to experience our happy life today in the colorful learning environment created by multimedia. Let them know what kind of people are heroes.

Second, we should pay attention to the combination of multimedia teaching and traditional teaching in teaching. For every teacher, traditional teaching has formed a model. Multimedia teaching is a new challenge for our teachers. Traditional teaching is mainly teacher-centered and pays attention to teachers' teaching and students' learning. Multimedia teaching uses computers as teaching tools, which are flexible, diverse and intuitive, replacing the old mode of teachers talking and students listening. However, through the teaching and research activities organized by the school, I found that some teachers have gone into a misunderstanding. They completely regard the computer as a teaching tool and completely ignore the role of body language as a teacher for students. They just sit in front of the computer and operate (transmit the prepared courseware to the TV screen through the computer), and then ask the necessary questions. There is less interaction between teachers and students. The teacher only focuses on operating the computer, and can't observe the students' words and deeds. In this way, there is no use of the bilateral activities between teachers and students that classroom teaching should advocate. Therefore, multimedia teaching should be closely combined with traditional teaching in teaching.

Third, we should choose teaching methods according to the teaching content.

Multimedia teaching is a new teaching method. Compared with traditional teaching, it has many advantages, which can turn static into dynamic and abstract into intuitive. Students can master what they have learned intuitively, vividly and vividly. Therefore, when preparing lessons, teachers should choose teaching methods according to the content of teaching materials, combined with students' age characteristics, knowledge characteristics and cognitive level, so as to better serve teaching.

In short, the rational use of multimedia in teaching can stimulate students' interest in learning and stimulate their creative thinking. Bring the development of education to a new level.