Three Experiences of Multimedia Teaching

Multimedia teaching experience 1 Using computers now can not only improve work efficiency, but also realize resource sharing. Multimedia teaching has become a fashion. The use of multimedia not only provides students with rich perceptual knowledge, but also makes the completion of classroom teaching objectives and the breakthrough of teaching difficulties more time-saving, labor-saving and effective. The application of multimedia in teaching is also more and more extensive. Let me talk about my experience in multimedia teaching.

First, multimedia classrooms are more likely to stimulate students' interest in learning. Because multimedia teaching is a combination of images, sounds, pictures, words, animations, movies and other media, it shows students the learning content by means of illustrations, excellent audio and video, and dynamic and static combination, which greatly enhances students' understanding and feelings about abstract things and processes, thus bringing classroom teaching into a new realm. As the saying goes, "interest is the best teacher", and only students have a strong interest in learning. In teaching, teachers speak easily, students learn freely, and many difficulties encountered in teaching are solved.

Second, the use of multimedia in teaching, many problems that students can't understand in teaching can be displayed in front of students intuitively and vividly, which is convenient for students to understand and accept. Multimedia teaching is presented to students in a dynamic way. Stimulated by various senses, it can better develop students' creativity and imagination and give students a better learning space. With colorful pictures, students will feel immersive and understand what they have learned better. Such freshness can also eliminate the fatigue of students sitting in class for a long time to a certain extent, and can also mobilize students' initiative and participation in learning.

Thirdly, the use of multimedia in teaching helps to speed up the teaching and has enough time for students to practice and consolidate in class. In ordinary classrooms, teachers have to write the teaching content, exercises and problem-solving process on the blackboard, which wastes too much time. Use multimedia to make courseware in advance and make full use of every minute in class. Increase the teaching density; It can also give immediate feedback, reflecting the breadth of feedback.

Fourthly, using multimedia to teach, I deeply realized its advantages, which prompted me to study computer operation seriously, learn to make courseware, and collect teaching-related materials on the Internet to improve the teaching effect.

In a word, the use of multimedia in teaching helps to improve the teaching effect, make good use of class time, let students master more knowledge, promote our teachers' learning and improve their teaching ability. Of course, I clearly realize that it also has disadvantages. How to make full use of it and give full play to its advantages and disadvantages is also a problem I have to think about.

As a teacher, in this highly developed society of material civilization and science and technology, we should make full use of modern technology and combine modern ideas to innovate teaching and explore better teaching methods. In the daily teaching process, we should combine multimedia teaching with traditional teaching, give full play to the advantages of multimedia teaching and traditional teaching, and use multimedia flexibly to make it play a finishing touch and just right role in teaching.

Multimedia Teaching Experience 2 The society is developing and the times are progressing. With the scientific and technological revolution, new things emerge one after another. Due to the modernization of mass media technology and the rapid spread of information, children have a wider range of knowledge and know more things. In my opinion, in order to make the contents and methods of kindergarten education activities full of the flavor of the times and meet the needs of children's development, it is necessary to add some knowledge that children are interested in on the basis of various kindergarten education activities, so as to broaden their horizons, enrich their knowledge and develop their potential. I think the timely and proper use of multimedia teaching plays an inestimable role in enlivening the classroom atmosphere, and can also help break through the teaching difficulties and improve the teaching flexibility. Therefore, I think it is imperative to optimize educational activities by using multimedia teaching.

First, the use of multimedia teaching conforms to children's cognitive characteristics. Watching TV is children's favorite activity. We can often see such a scene: before class or during activities, the teacher only needs to say "let's invite children to watch TV!" " "The activity room will soon be quiet, and the children will naturally stare big eyes, sit up straight and wait for the teacher to turn on the TV. Multimedia teaching is equivalent to playing TV series. In early childhood, children's unintentional attention and unconscious memory dominate, and TV pictures are vivid, changeable and exciting, which can easily attract children's attention and be remembered. Psychological research shows that if memory tasks can be linked with activities that children are interested in, the enthusiasm and purpose of memory will be obviously improved and the memory effect will be better. Moreover, the use of push, pull, close-up, freeze, slow advance and other means in the lens can make the original subtle, unclear or neglected places clear and eye-catching, which is convenient for children to observe and remember.

Thinking in early childhood is mainly carried out with the help of concrete images, not with the help of conceptual judgment and reasoning. Abstract and monotonous preaching is not only difficult for children to understand, but also easy to get bored, which ultimately affects the educational effect. Multimedia teaching can express more abstract truth or requirements with the help of pictures, which is very specific. For example, in the education that children love the "national flag", "respecting the national flag" is abstract and difficult for children to understand. It's no use for our teacher to explain with his mouth. So we chose the TV teaching film "Raise the National Flag" to let children perceive the picture content through the picture. Let them know what the people on the screen do by looking at the camera. Why would they do that? Let children quickly understand that children should respect the national flag like themselves. For another example, in the teaching activity of painting "Swimming in the Water", we designed such a visual and movable moving picture: when various people's swimming postures and beautiful beaches appear on the picture, children's emotions are high. I immediately want to go swimming in summer. Under the influence of intuitive pictures, the children's interest doubled after reading it, as if they had come to the seaside in person. In practice, they quickly and creatively drew various water playing maps. It is really lifelike and full of childlike interest.

Second, vivid courseware has a strong appeal, which can arouse children's strong interest and expand their understanding. Multimedia courseware is not only colorful and vivid, but also equipped with sweet music and infectious sound, which can be said to be a combination of shape, sound and color. Children can listen, watch, entertain and think at the same time, and it is easy to have corresponding emotional experiences. Children's understanding of the world begins with knowing the things around them. The flowers, trees, scenic buildings and local customs in my hometown are all important contents of kindergarten education activities. These contents can be carried out through observation and visits, games and stories.

However, today's children's thirst for knowledge is not satisfied with knowing the things around them. The new things they get from the mass media all over the motherland, as well as the seabed and the sky, can make them have further curiosity. Multimedia teaching can break through the boundary between time and space, take children to distant space, and let them feel things that they can't feel or know at ordinary times, just like knowing things around them, thus expanding their knowledge. For example, when children in large classes know animals, in order to let them jump out of the scope of knowing common animals and expand their horizons to the vast sky, vast ocean and boundless desert, we made and selected monkeys, peacocks, giant whales and kangaroos that children can see in the zoo according to the animal tails in the TV series Animal World. With keen interest and curious eyes, children pay close attention to observing and thinking about the differences between the tails of various animals. What are their respective functions? At the end of the activity, the teacher left a question for the children: "Do you know anything interesting about animals?" Further inspire children to explore the mysteries of animals. Courseware condenses and moves time and space, and the world is displayed in courseware. Good teaching materials can be changed from far to near, from large to small, across time and space, and expand children's cognitive fields.

Third, the use of multimedia teaching methods can promote children's intellectual development. Psychological research data show that early childhood is the best period of intellectual development, but children's brain function is not mature, the excitement and inhibition of nervous system are unbalanced, and monotonous excitement is easy to cause children's fatigue, so early childhood education should especially study methods. Ushinski said: "Children think with colors, shapes and images, so with the help of intuitive things, they will learn everything more easily and firmly." Multimedia teaching can make the shape, sound and color stimuli of objective things directly act on children's vision and hearing at the same time, thus attracting children's attention and excitement and promoting children's intellectual development. More importantly, multimedia teaching can combine and splice things that were originally isolated from each other to make them have a certain order and connection, which is more conducive to children's understanding of things from "point" to "line", which is very important and beneficial to the development of children's thinking. Such as "Knowing the Four Seasons". Although children already know the characteristics of things in the four seasons, their understanding of the concept of time is very abstract and can only be linked with the events that happened at that time, and their "impressions" of past and future things are easily confused or forgotten. We adopt the teaching method of slide show, which not only highlights the characteristics of things in the four seasons, but also splicing them together in the order of spring, summer, autumn and winter.

During the activity, we provided information about the four seasons, such as: spring (poplars, grass sprouting, flowers blooming, swallows flying and butterflies flying); Summer (scorching sun, frogs croaking, lotus dancing, lush leaves, children in summer clothes); Autumn (golden fields, full of fruits and leaves fluttering); Winter (bare tree trunks, snowflakes fluttering, children skating, etc. ), and from the "point" information provided, inspire children to add, imagine what other phenomena are there in spring, summer, autumn and winter? The children developed active divergent thinking. On this basis, the state information of "point" is developed into the state information of "line", and the four seasons changes that children can summarize are as follows: green leaves-dense leaves-yellow leaves-bare trunks; The four seasons flowers are summarized as follows: peach blossom-lotus dance-chrysanthemum color-wintersweet fragrance; Summarize the activities of animals in the four seasons: swallows come-little frogs, cicadas are active-crickets sing, grasshoppers jump-frogs hibernate; Summarize people's activities in four seasons: spring outing, spring ploughing-swimming-picking leaves, autumn harvest-making snowman and skating. From "point" thinking to "line" thinking, this shows that children's thinking ability has been developed.

Fourth, the use of multimedia teaching methods can promote children's active learning. Starting from the age characteristics of children, guide children to actively use their senses and actively perceive and understand things. In this respect, multimedia teaching means has incomparable advantages over other educational forms and methods. The occurrence and development of a thing or the exhibition of an event often takes a long time and certain external conditions. If you only explain the process abstractly, children can only passively accept it and can't understand it deeply. And multimedia teaching means can concentrate it in a fairly short time. How do chickens hatch from eggs to chickens? How did tadpoles become frogs? The knowledge about their growth process cannot be observed through still pictures. We made slide courseware "Lovely Chicken" and "Little Tadpole Looking for Mom". The dynamic display of these biological changes can first attract children's attention and make them unconsciously perceive and understand the conditions, temperature and time from egg hatching to chicken, and from tadpoles to frogs.

Another example is "the tail of an animal". Through observation, children can see that peacocks, monkeys, kangaroos and sperm whales are different animals and birds, but they all have tails. Their tails are different in size and color, but they all have the same function, which is to balance their bodies and make them flexible. These phenomena, which are usually invisible and intangible, are abhorrent to the growth process and life. With the help of multimedia teaching, children can gain perceptual knowledge in a short time and in a narrow space, which is the advantage of multimedia teaching over other educational means. Multimedia teaching, vivid and colorful, dynamic and static combination, high intelligence and other powerful technologies. What can't or can't be expressed in traditional teaching can stimulate children's interest, change passive learning into active acquisition, make them think positively and have rich imagination, arouse their interest in learning and promote their all-round and harmonious development.

The application of multimedia teaching methods in children's teaching activities has the advantages of turning the big into the small and turning the small into the big; Turn long into short, turn far into near; Turn static into dynamic, turn dynamic into static; Turning fast into slow, turning slow into fast and many other features are intuitive, vivid and infectious, which conforms to the physical and mental characteristics of children and is an effective educational form with strong knowledge and interest.

In a word, as long as our teachers can carefully design courseware and use it reasonably according to children's age and cognitive characteristics, and let multimedia teaching give full play to its advantages in children's educational activities, I believe it will get twice the result with half the effort.

Multimedia Teaching Experience 3 It is an inevitable trend to use multimedia to assist classroom teaching. As long as we combine the advantages of multimedia technology with traditional teaching, scientifically develop and select multimedia courseware on the basis of in-depth study of teaching materials, combined with teaching content and teaching objectives, we will certainly be able to grasp the teaching focus, break through the teaching difficulties, achieve teaching objectives well, fully embody the advantages of multimedia-assisted teaching, and truly realize the informationization and modernization of education. Let me talk about my feelings about using multimedia teaching.

First, the advantages of using multimedia teaching

1. can stimulate a strong interest in learning and cultivate a good sentiment.

The teaching process is actually a cognitive process of students under the guidance of teachers. Students are the subject of knowledge, and the mastery of knowledge and the cultivation of ability can only be formed in the corresponding active and conscious activities of the subject. Multimedia classroom teaching mode, because of the use of modern sound, light and electricity to create an intuitive modern atmosphere, liberates language teaching from monotonous text description, and presents the novel beauty of words, sounds, images and colors to students, which will attract their attention and stimulate their strong interest in learning. -"Cultivating and stimulating students' interest in learning English" is a new teaching task in the new curriculum standard.

In multimedia teaching, teachers are like directors, directing scenes; Teachers are like painters, spreading vivid pictures with colorful colors; Teachers are like tour guides, guiding students to roam in the ocean of language ... This all-round display of the beauty of English teachers' temperament is a powerful magnetic field, attracting students, giving them a pleasant environment, making them feel beautiful in class and being influenced by beauty, thus making the whole teaching process in a beautiful environment, generating a virtuous circle and increasing the vitality of students' learning.

2. Teaching students in accordance with their aptitude has been well reflected.

Teaching students in accordance with their aptitude or individualized teaching is a teaching state that we are constantly pursuing. However, in traditional classroom teaching, teachers cannot fully consider the different situations of dozens of students. Even if people explore teaching methods such as hierarchical teaching and differential teaching, they only improve to a certain extent and are difficult to suit every student. The computer network can realize personalized and comprehensive care for students, and students can choose teaching services suitable for their own characteristics from courseware. The convenience of computer network can make students get appropriate teacher guidance and peer communication.

3. It can open the creative thinking ability and cultivate good students' quality.

The new curriculum standard clearly points out that the purpose of English teaching in middle schools is to "enable students to master certain basic English knowledge and listening, speaking, reading and writing skills, and form certain comprehensive language application ability;" Cultivate students' observation, memory, thinking, imagination and innovative spirit. "As we all know, among many abilities, creative thinking ability is the core mechanism to promote the formation of other abilities.

The traditional English teaching mode cultivates rigid thinking mode and restricts students' creativity. Multimedia teaching mode can mobilize students' vision, hearing and kinesthetic sense in an all-round and diversified way, inspire students, guide students' thinking at multiple levels, broaden their thinking fields, trigger divergent thinking, and train their extensiveness, profundity, independence and agility, thus developing students' creativity, cultivating good students' quality and achieving the ultimate goal of education.

Second, the use of multimedia teaching in the process of two problems

First, due to various factors, some schools (such as our school) do not offer many multimedia-assisted teaching courses. Students will be more excited when they hear about multimedia classes. They may only bring a book to class, listen to the teacher and watch the teacher do it, so the multimedia class becomes pure entertainment for them, lacking the consciousness of active learning and active recording. After a long period of research, it shows that taking notes can not only control students' attention and promote their understanding of knowledge, but also help students find the connection between old and new knowledge. This requires teachers to pay attention to the speed and opportunity of screen display in the process of using multimedia-assisted teaching, remind students to take the initiative to record abstracts at any time, and cultivate students' habit of thinking and discussing problems. If the screen is displayed too fast, students have no time to think, discuss and record. If the screen is displayed too early, the answers and analysis will be displayed before the students have time to think and discuss, and the students have no interest in thinking and discussing.

Secondly, due to the high speed and large capacity of multimedia teaching, it is difficult to keep the newly learned knowledge in students' minds for a long time. At this time, it is necessary to make use of the interactive characteristics of multimedia to increase the frequency of immediate feedback in class, so that students can consolidate and strengthen what they have learned, affirm their achievements immediately and correct existing problems in time. In this way, teachers can understand students' mastery level and fully mobilize students' enthusiasm, thus optimizing teaching effect.

Three, the use of multimedia teaching should pay attention to the problem

1. Multimedia teaching should be organically combined with traditional teaching.

The intuition and interest of multimedia classroom teaching can improve the teaching quality and effect, but it can't completely replace the traditional teaching means and methods. Traditional teaching mode is the crystallization of teaching experience, teaching methods and teaching means summarized by educators through long-term classroom practice, which is scientific and practical. We can't blindly pursue superficial beauty and large capacity, but blindly pursue novelty and modernization, which may distract students' attention, or make them pay attention to one thing but not another in class, thus reducing classroom efficiency. When I first came into contact with multimedia, in order to make my classes "innovative" and reflect my own pace of modernization, I reluctantly piled up the knowledge in textbooks on the computer, made all the language contents that belonged to the teacher's natural transition tips into computer courseware, and made almost all the classes into broadcast demonstrations. Students just watched or did exercises and had no time to think. The effect of such classroom teaching can be imagined. It is wrong to use multimedia in all English classes. Multimedia teaching has many advantages, but it also has its disadvantages. For example, it is easy to cause "a presumptuous guest usurps the host's role" and affect the communication between teachers and students; The mobility and flexibility are not enough, so it is not easy to adjust the teaching progress and methods according to the classroom teaching effect (because it is difficult to adjust the courseware content in class); It not only enriches students' hearing and vision, but also reduces the opportunities for students to use their hands and brains to some extent. For example, when the first question of Unit2 in the eighth grade of People's Education Edition is human body parts, we don't need to use multimedia drawing to tell students where the nose, mouth and ears are. Playing touch yourself with students is more intuitive, simple, time-saving and efficient than applying multimedia teaching. Students can remember these words in a short time; Also, when we teach Asking the Way, instead of letting students watch simple animated characters, we should let them assign roles and perform by themselves. Using experts, mouth and brain at the same time is definitely much better than sitting in a multimedia classroom watching teaching films. Therefore, teachers should not be too superstitious about multimedia, and all classes should use multimedia. We must teach students in accordance with their aptitude, and adopt different teaching methods and means flexibly according to "teaching materials", that is, teaching content. Only in this way can we achieve good teaching results.

In the process of using multimedia in teaching, we should objectively consider the advantages of traditional aspects, such as traditional teachers' blackboard writing, inspiration, demonstration, speaking and reading, guidance, guidance, students' discussion, understanding, induction and summary. This will optimize the teaching effect. Therefore, only by organically combining the two can we achieve good teaching results.

2. In the process of multimedia teaching, we should pay attention to highlighting the key points and difficulties of teaching.

In the process of applying multimedia teaching, we must closely follow the teaching objectives and contents, and present abstract concepts and theories that are difficult to be directly expressed in words to students through various audio-visual channels such as hearing, vision and space with the help of their interactive advantages and audio-visual advantages, so as to enhance students' listening and thinking effects. However, many teachers only pay attention to the beautiful and fancy expression, large capacity and comprehensive content when making courseware. There are too many animation decorations, too many icons, too many sounds and too many display windows in the courseware, which eventually leads to more and more content. This not only diluted the theme, but also distracted the students. In a school-level open class, I used multimedia teaching in my teaching and made the whole teaching process into courseware. From review, introduction, Protestantism to practice, all the questions are displayed layer by layer, one by one. The knowledge points that students want to discuss and think step by step are all displayed at one time, and the answers are also reflected. Although the courseware interface is beautifully made, interactive, high-tech and large-capacity, due to the lack of key and difficult knowledge in the courseware, students have not been given time to think and consolidate, and the expected teaching effect has not been achieved.

Therefore, we should not only follow the students' psychological characteristics, perception rules, attention rules and memory rules, but also make proper use of multimedia technology in combination with the teaching content to stimulate students' learning emotions to a greater extent, properly solve problems and dispel doubts, stimulate students' vision and hearing with special methods and special effects for individual key and difficult knowledge, and enhance students' listening effect, which can achieve twice the result with half the effort.

3. Correctly and flexibly handle the relationship among teachers, students, teaching materials and media.

When I first came into contact with multimedia teaching, I didn't think much because I didn't update my ideas. I just moved other people's multimedia courseware to my own teaching class. I stood on the podium and operated the computer to display screen by screen. The students watched quietly below. The screen flashes with light and color, accompanied by pleasant sounds, which is very interesting, but it is flashy and fails to achieve good teaching results.

In multimedia teaching, teachers should consider how to use different teaching methods reasonably, so that students can learn deeper, more and wider knowledge. The whole teaching process should be organized by teachers, and the application of multimedia should be gradually introduced under the arrangement of teachers. To make multimedia play an efficient role, it depends on the regulation of specific teaching links in teaching. The teaching content and the selected media are fixed, but the students are diverse. When some students encounter a certain teaching difficulty or question, if they just repeat it mechanically with multimedia, it will not vary from person to person, and the teaching effect will often be greatly reduced. At this time, if the teacher's explanation can be interspersed, the students will gain new gains because of the different speed and tone of the teacher. Therefore, before using multimedia-assisted teaching, teachers should give necessary explanations and inspirations to let students know what to see, how to see, what to listen to and how to listen. Under the careful guidance of teachers, we should guide students to think, attract their attention, make them actively acquire knowledge from it, fully reflect the leading role of teachers and the main role of students, and highlight the auxiliary role of multimedia. We must never let multimedia simply replace teachers' teaching.

Fourthly, the development of multimedia courseware should be scientific, educational and necessary.

With the development of multimedia teaching, teachers usually like to use their own courseware, but in the process of development, we must pay attention to the scientificity, education and necessity of courseware to prevent the content of courseware from being literal, over-quantified, chaotic and inoperable. Multimedia courseware with high technical content, strong artistry and strong education can strengthen its audio-visual teaching effect and enhance teaching appeal. If the teaching materials are not thoroughly studied before making or selecting the courseware, and there are scientific mistakes or lack of education in the courseware, it will mislead students, divert students' interest, distract students' attention and reduce the teaching effect, and the advantages of multimedia will become disadvantages.

Fifth, multimedia teaching is not the same as high-quality teaching.

Now some teachers think that the teaching quality will definitely improve as long as advanced multimedia teaching methods are used. This is a misunderstanding. Advanced teaching methods do not mean that the quality of courses must be improved. Whether the quality of a teaching course is high or not lies not in whether the teaching methods are advanced, but in whether the students' learning enthusiasm is mobilized, whether the students can study deeply, understand the teaching content, acquire knowledge and realize the teachers' teaching intention. If only multimedia is used, but this fundamental teaching purpose is not achieved, the quality will not be improved. It is worth mentioning that some people may say that I use various courseware to teach, and students are very happy and devoted. Isn't it easier to achieve the teaching purpose? Isn't the quality of teaching naturally improved? This needs to attract the attention of teachers. The use of multimedia in class not only arouses students' interest, but also easily distracts students' attention because of the exquisite and beautiful courseware, which leads to "class" becoming "appreciation". Students enjoy lovely animations and wonderful music, but forget to learn to think, communicate and create their own world in English, which affects the teaching quality. Therefore, as teachers, we must use multimedia properly in teaching, so that students can experience what teachers can't show on the blackboard in another way. This is the function of multimedia teaching, thus improving the teaching quality.

Finally, it must be explained that the adoption of multimedia teaching method is the need of the times and the necessity of development, like a fertile soil and a new bud, which is worth our efforts and careful cultivation. Teaching based on modern information technology provides us with a teaching environment that traditional teaching can't match. We should seize the opportunity of popularizing information technology in China, emancipate our minds, open up new ideas, closely combine modern information technology teaching with modern educational concepts, and explore more new teaching models.

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