How to use multimedia technology to create teaching situation

Using multimedia to create teaching situation

Content summary:

The application of multimedia technology in English teaching has brought brand-new changes to teachers' teaching and students' learning. With the help of multimedia, teachers show unprecedented artistic talent, find their own role, make the classroom move from single to multiple, and make the evaluation more reasonable and accurate; With the help of multimedia teaching, students have realized their thirst for knowledge, and they can learn independently and give full play to their initiative in a situation that spans time and space. At the same time, multimedia teaching also broadens students' horizons, stimulates students' thinking, and enables every student to soar freely in the information sky.

Keywords: multimedia creating situational classroom teaching

The new curriculum standard is no longer based on the subject knowledge system, but on students' learning characteristics and needs, life experience, humanity, comprehensiveness and practicality of the subject, which embodies the educational concept of taking students as the center, cultivating innovative spirit and practical ability as the core, and creating teaching situations by using multimedia. Let me talk about my understanding of using multimedia to create teaching situations:

First, the use of multimedia to create teaching situations should correctly understand the connotation of "creation"

Using multimedia to create teaching situation is not simply to introduce multimedia into the classroom and increase the density of knowledge transmission, which can improve classroom efficiency and cultivate students' ability in an all-round way, or even equate it with computer-aided teaching. This understanding is one-sided. Using multimedia to create teaching situation is not a passive participation, but a process of actively adapting to and changing the subject curriculum, which will have a revolutionary impact on the traditional concept of curriculum, teaching and learning. Using multimedia to create teaching situations is not only to make learning easier, but also to mobilize students' subjective initiative to a greater extent, develop their innovative thinking, and learn relevant information resources more effectively to complete learning.

In reality, many teachers have left the chalk and blackboard when using multimedia teaching, but "the ruler is short and the inch is long". As a symbol of traditional classroom teaching, blackboard still has some places that modern teaching media can't replace. First of all, the blackboard has a strong ability to reproduce in time, and the content can be easily added and deleted as it is written. Teachers sometimes have sudden inspiration when using multimedia teaching. These inspirations are often moving parts of teaching art, but they can't be added to the blackboard, which gives birth to many regrets. In addition, a good blackboard writing has the function of outlining. When students look up, they can clearly see the key points of this lesson. The starting point and destination of using multimedia to create teaching situation is to improve teaching effect, but using multimedia is not the only way and means to improve teaching effect. Modern media should not be used in teaching to create teaching situations. We should adopt corresponding teaching methods and methods according to the teaching content, and rationally integrate and utilize various teaching media including traditional media. Only in this way can we give full play to the comprehensive functions of various teaching methods and create the best teaching situation.

Second, the use of multimedia to create teaching situations should fully reflect the "student-oriented".

Using multimedia to create teaching situations should pay attention to the dissemination of knowledge, the implementation of teaching and the rational application of multimedia in English teaching. Constructivist learning theory emphasizes that students' learning is a process of active construction and also a process of communication and sharing with others. Including students' independent inquiry, cooperative communication and active questioning, to improve information literacy and ability to judge and solve problems, and to cultivate students' good thinking habits in learning situations. Under the multimedia environment with modern media and network technology as the core and under the theoretical guidance of constructivism learning, teaching activities can fully reflect students' dominant position in learning, fundamentally change the traditional concepts of teaching and learning and the corresponding learning objectives, methods and evaluation means, and use multimedia as a tool for learning, work and even social interaction. For example, when we guide students to learn the module 1 1 unit 1 in the next volume of Senior One, we first let students study online with questions and get to know Zhan Tianyou. When students understand this content, they will understand the reading materials for this lesson. Finally, students will practice diagnosing their reading effect according to the evaluation given. No matter what level students pass the exercise, they will be given a "thumb". Teachers teach in multimedia environment, students study in multimedia environment, and cultivate students' information literacy and creative thinking in classroom teaching, so that multimedia and English teaching can be integrated, that is, multimedia can be used to create teaching situations.

Thirdly, teachers' "role consciousness" should be correctly understood when creating teaching situations by using multimedia.

In traditional teaching, teachers play the roles of narrator of knowledge, imparting information, controller of teaching activities and implementer of design, and students surround teachers. Today's society is in the era of information explosion. Teachers are no longer the only channel for students to acquire information and knowledge. Only when teachers have a correct understanding of themselves and put themselves in a correct position can they improve the effect of optimizing English classroom teaching with multimedia. Teaching activities designed by teachers must consider the real needs of students. Therefore, teachers should establish the concept that teaching is learning and learning is teaching when creating teaching situations by using multimedia. Teachers' teaching process is a learning process, and students' learning process is a process of teaching others. Students learn skills through their own learning experience and life experience, solve problems for real needs, and use information skills to solve problems, so that students can truly become the main body of learning. Teachers only guide students to solve problems in the whole teaching process, rather than interfere with students' learning process. Being the subject of learning does not mean giving up the leading role of teachers. In the multimedia environment, teachers should be positioned as the creator of teaching situation, the guide of learning to use multimedia, the helper of using learning tools and the organizer of collaborative learning. By creating situations, optimizing classroom teaching, helping students to determine their learning goals, guiding students to master learning methods, inspiring students to think positively, activating their thinking and cultivating their interest in learning. At the same time, teachers are also collaborators and evaluators of students' learning. Teachers can guide and motivate students through evaluation, help students determine the direction of their efforts, and achieve their learning goals through students' self-control. Because of the equality of network environment, teachers should also be competitors of learners and students, promote the awareness of lifelong learning between teachers and students, establish equal teacher-student relationship in teaching, and teachers should become conscious learners, conscious users and active adaptors of multimedia. Actively study, consciously use multimedia, and actively adapt to the rapid development of modern information society by using their own experience, and become a practitioner of multimedia teaching and learning with students.

Fourthly, the "evaluation function" should be used reasonably to create teaching situations by using multimedia.

The purpose of evaluation is to fully understand students' learning situation, stimulate their learning enthusiasm and promote their all-round development. Evaluation is also a powerful means for teachers to reflect and improve teaching. How to evaluate is related to how to teach and learn. There are various evaluation methods, combining formative evaluation with summative evaluation, combining qualitative evaluation with quantitative evaluation, combining teacher evaluation with student evaluation with mutual evaluation, emphasizing the diagnosis and development function of evaluation, weakening the screening and selection function of evaluation, and encouraging students to innovate. Teaching evaluation should be based on students' level. Therefore, evaluation can only be a means, not our educational goal. Let students participate more, strengthen students' exchanges and cooperation and promote students' development. Optimizing the design of classroom can guide students' thinking in a planned way and develop from low level to high level. For example, there are three levels of design questions: the first level is the memory level; The second level is the understanding level; The third layer is the application layer. When asking questions, pay attention to the necessary bedding and form a ladder to help junior students answer. For example, when I was in the second volume of Moudle8 Unit3, the author asked some questions for the supplementary reading article of Father of Hybrid Rice: When was Yuan Longping born? (Group C) What is his dream? (Group B) When will you graduate from college? (Group B) What can we learn from him? (Group A) What did Yuan aspire to do for the world? (Group A) What do you think of Yuan Longping? (A) Through these questions which are suitable for the content of the textbook and students' level, different students are evaluated differently. Students are eager to learn and motivated, thus promoting the development of each student in the most suitable environment.

Five, the use of multimedia to create teaching situations should make full use of "learning resources"

The function of multimedia is to make teaching more powerful, so teachers' teaching design should combine the characteristics of the subject and the specific teaching content, choose multimedia in a timely and appropriate way, and create a mutually promoting teaching environment.

In the information age, the importance of resources is obvious to all. Only when students have a lot of resources can they have a comprehensive and in-depth understanding of the learning content and learn more effectively. Teachers should also find suitable teaching resources. Although the network is playing an increasingly important role in teaching, it is by no means a universal resource or the only one. Teachers' teaching must not rely too much on network resources and ignore other resources. There are many other resources in life, such as newspapers, movies and TV broadcasts, conferences, performances, libraries, and students' life experiences, which can be used as resources for courses. The call of resources should not be limited to network query. Network technology is only an integral part of information technology, so network resources are not unique. To expand learning resources, students should learn to classify and judge resources, investigate the effectiveness of resources, and then process and sort out their own ideas and communicate with each other to form independent, exploratory and cooperative learning habits.

Using multimedia to create teaching situation is an important way to change teaching mode, improve teaching methods and optimize teaching means, and it is the core and development focus of English teaching. Only by mastering technical means, understanding the purpose and difficulties of English teaching, inheriting the advantages of traditional teaching, breaking through the limitations of traditional teaching and combining the capabilities provided by technology can teachers truly realize the purpose of creating the best teaching situation by multimedia, thus optimizing teaching activities.