How to use multimedia to improve the quality of teaching

How to rationalize the application of multimedia teaching, better serve the teaching, improve the quality of teaching is an important issue facing each of our teachers.

I, what is multimedia teaching? Multimedia teaching technology is the use of multimedia computers to text, graphics, images, sound, animation, video images and many other media integrated for education and teaching of a modern means of education and teaching. The use of multimedia, completely changed the previous rely on "a speech, a blackboard, a piece of chalk, a mouth" of a single traditional teaching mode.

Two, why multimedia teaching?

The disadvantages of the traditional teaching mode:

1. low efficiency. The traditional way of teaching the problem is that the board consumes too much time, and accordingly reduces the time of explanation, is a waste of effective resources, and this problem is more prominent in the exercise class, the disadvantages increase the difficulty of student learning.

2. There is an inherent weakness in retelling. In the process of traditional teaching methods, if you need to re-emphasize some of the key points of the lecture, had to re-write it; if you need to go back to look at the process of lecturing previously mentioned formulas or theorems on the blackboard can no longer be found, in order to save time and then only mentioned verbally, often resulting in students can not keep up with the thinking of the situation.

3. The confusion caused by clerical errors. Even experienced veteran teachers who have taught the course many times will inevitably

4. Handwriting affects the learning effect of students who are far away.

Three, what are the advantages of using multimedia teaching?

1, stimulate interest;, stimulate the students' sense of participation, sense of innovation, so that they subjectively produce new knowledge of the power of learning.

The use of multimedia teaching technology, to a large extent, to solve the difficulties of traditional teaching. It is a vivid image of the picture, simple and concise explanation, pleasant music, timely and effective feedback, so that students maintain a strong interest in learning, mobilizing students' enthusiasm, attracting long-term attention to the classroom teaching to participate in a relaxed and happy mood. This is the first time that we have seen a change from "wanting me to learn" to "wanting me to learn".

2 make up for the shortcomings of traditional teaching. For example, the eighth grade book "Palace Museum", traditional teaching and how much can understand the Palace? Full use of modern teaching media and traditional teaching media combination, the effect of the class needless to say - especially good.

3, create a situation (such as teaching "Suzhou Garden"

4, easier to break through the teaching key points and difficulties

5 to improve the efficiency of teaching

Research has shown that, for the same content, the use of different ways of teaching, the students get the knowledge to keep the rate of memory is different. The same study of a material, take the oral method, only let the students listen (purely auditory), 3 hours to remember 60%; only let the students see (purely visual), 3 hours to remember 70%; audio-visual and 3 hours to remember 90%. 3 days later, the three methods of learning the memory rate of 15%, 40%, respectively, 75%. It can be seen that audio-visual memory effect is much greater than the purely auditory, purely visual effect, after 3 days is greater than the sum of the first two.

As one of our math teachers to use the computer to demonstrate the triangle, quadrilateral, pentagonal axis of symmetry and the use of the folding function to find the number of axes of symmetry, guess the number of axes of symmetry some of the law, so that the students will be very clear reasoning out, the students also remember after class, divided into a clear, and greatly improve the efficiency of classroom teaching.

5 promote teaching reform

Multimedia teaching on education reform, both in teaching theory, design, and education methods, means, teaching content and so on have played a huge role in promoting.

From the means, it breaks the traditional means of teaching inherited for many years, so that the means of teaching gradually diversified and modernized. It graphic, text, sound and lush, and high-fidelity moving images, can provide an ideal teaching environment, it will certainly have a profound impact on education, teaching.

From the aspect of teaching materials, multimedia has changed the situation of a single textbook.

From the students' learning mode, because multimedia technology can provide a friendly interface, image intuitive interactive learning environment, can provide graphics, text and sound and multi-sensory integrated stimulation, but also according to the super-literacy way to organize and manage a variety of teaching information and subject knowledge.

Four, how to use?

1. Appropriate application of multimedia, a lesson is not used everywhere. Especially in mathematics teaching, the process of mathematical thinking and development, mathematical problem solving steps, need to be explained step by step, the derivation of formulas, examples of the process of calculations, etc., can not just click the mouse to demonstrate the process of solving problems.

2, correctly handle the multimedia classroom teaching process of teachers, students, teaching materials and media, the four elements. A lesson is a multimedia in the main role, the teacher played the role of the projector, and ignored the classroom teaching of the student's main position, the leading role of the teacher, teachers and students in the classroom emotional exchanges between teachers and students, weakening the teacher's art of lecturing and the ability to play on the spot, does not conform to the cognitive rules of the students.

In fact, the "blackboard + chalk" of the traditional teaching methods, although not enough image intuitive, but it has the advantages of multimedia teaching can not be replaced. The process of writing for the teacher leaves room for students to digest and think; the teacher's specific teaching language, teaching style, board and adaptability is the greatest asset. Therefore, teachers should pay attention to these two advantages when designing and producing courseware. For example, the number of words appearing on the same screen should be strictly controlled, and the derivation process of the formula should be gradually displayed, leaving students enough time to think and digest. Only the traditional means of teaching, the teacher's personal characteristics and multimedia-assisted teaching and learning organically combined, in order to truly play the effect of multimedia classroom teaching.

3, the use of courseware to pay attention to the capacity of the courseware and the rhythm of play

Physics using multimedia teaching, can be in a shorter period of time to the students to show a large number of teaching materials, but also eliminates the time to write the blackboard and wipe the blackboard, the demonstration of the experiment can also be repeated many times. This teaching content can be greatly increased. But the shortcomings are also very obvious, the capacity is too large students are difficult to digest, the teaching effectiveness but fell, can not achieve the expected teaching goals. At the same time, due to the use of multimedia display board, the switching time is also short, the pace is accelerated, but also so that students do not have time to think and digest. Therefore, I think that in the design, first of all, we should control the capacity, not too much, the choice of difficulty should pay attention to the gradient from simple to difficult to rise, such as in the production of the "phenomenon of electromagnetic induction" a piece of work, attention should be paid to analyze the conditions for the generation of induced currents, induced currents in the direction of the two aspects of consideration. At the same time, pay attention to control the rhythm of the class, slow down the speed of speech, more time for students to think and discuss, slow down the speed of switching in the courseware playback, so that students can better absorb and digest the whole class.

4, to deal with the relationship between multimedia and experiments

Misuse of computers to assist teaching. This belongs to the teacher in the classroom demonstration and the phenomenon of obvious experiments, but the simulation effect instead of the original belongs to the students to personally observe, think, judge the experimental facts with a movie instead of the student's impression is very superficial, and even mislead students, the effect is very poor. A lot of practice has proved that computer simulation can not replace the chemical experiment to cultivate students' observation ability, thinking ability, can not replace the chemical experiment to cultivate students' scientific attitude of seeking truth from facts. Therefore, it is not desirable to replace the teacher's demonstration experiment with simulation effect. Chemistry experiment is an important media in chemistry class, usually do not make the chemical experiment into a courseware, teachers should always put the teaching of chemical experimental operations in the first place, so as to comply with the characteristics of the subject of chemistry, it is conducive to the cognitive level of the students and a variety of ability to improve.

The following experimental teaching content can be made into courseware: such as: ignition of hydrogen without testing the purity of the hydrogen device caused by the explosion; textbooks outside the content, such as: the chemical production process, the formation of cavities and so on. For example, in the "cell mitosis" this lesson, if the traditional teaching methods, with the help of wall charts to show the various periods of cell division, it is difficult to show the dynamic process. Cell mitosis is a continuous dynamic process, although some teachers speak vividly, but not the desired effect. I made the mitosis process into a Flash animation, so that the abstract knowledge visualization, boring knowledge fun, static pictures dynamic, from different angles to strengthen the students' memory, teaching effect is very good.

5, to deal with the teacher to make their own courseware and the rational use of courseware relationship

Some teachers are just moving some software developers of ready-made products, there is no their own creativity, so it is difficult to solve the teaching of the key points, we believe that the production of software for teaching two aspects: (1) you can buy the finished product, but should pay attention to its practicality. (2) teachers can be based on the needs of teaching, their own design, production. As the teaching software design and production need to spend a lot of manpower, material and financial resources, cohesion of the designer's efforts, so we should pay attention to the collection and preservation of teaching software in order to continue to use in the future teaching, maximize their role, but also pay attention to the teaching practice to constantly summarize and reform, improve the quality of the software.

6. Handle the problem of multimedia teaching and teacher's board

Multimedia teaching can not be completely without the teacher's board, excellent board can be more complete, scientific display of the occurrence of knowledge, the formation of the process, with a generalization, reasonableness, durability, completeness, simplicity of operation and other characteristics. Not only is it conducive to students' understanding, memorization and thinking about what they have learned, but it also gives students the enjoyment of beauty and helps them construct knowledge. The use of multimedia technology can help students understand, master knowledge, in teaching, it also has the "board" function, but because of its screen often change, "board" has a short-lived and localized, so it can not completely replace the traditional function of the board.

The emergence of computer-assisted instruction has led some people to believe that classroom teaching can bid farewell to the era of blackboards and chalk, and thus the screen obscures the blackboard, and the courseware displays instead of the board. However, "a foot has its shortcomings, and an inch has its strengths", as a symbol of traditional classroom teaching, the blackboard still has some places that cannot be replaced by modern teaching media. Although the use of computers can also be presented on the board, but due to the limitations of the screen, the board could have been reflected on the board as a whole, can only be part of a part of the presentation, which affects the integrity of the board, thus affecting the overall perception of students on the content of the study. At the same time, due to the frequent changes in the screen of the courseware, the board presented by the courseware is also transient, which is not convenient for students to take notes for future review. Therefore, the use of computer-assisted teaching can not ignore the function of the traditional board, but should be an organic combination of the two.

7, to deal with the pursuit of multimedia effects, resulting in the distraction of students.

Some teachers in the courseware in the pursuit of multimedia effects, too much use of sound, pictures, animation, so that their courseware every click every click the mouse will sound, animation, and some animation and sound with their own teaching content does not have the slightest relationship between the students to see the dazzle, the student's attention is attracted to irrelevant sound and animation to go up, deviating from the knowledge transfer of the theme, the result is a mistake, the result of the students' attention is distracted. Theme, the result is clumsy, not pleasing to the eye, not real. Therefore, the multimedia effect is sometimes used improperly and excessive, but will become a source of interference in teaching, distracting the attention of students, making the teaching effect is not good.