Talk about multimedia teaching in elementary school language

With the deepening of the new curriculum reform, multimedia modern teaching methods have been widely used in elementary school language classroom teaching, classroom teaching gradually live up. Computer technology and language education intermingling, mutual integration of "integration" gradually deepened, modern teaching methods and modern teaching media combined with each other, showing in front of the world will be a brilliant prospect. The effective use of multimedia in language teaching has created conditions for optimizing language classroom teaching and injected vitality. Especially in elementary school language teaching, it can change the static into dynamic, change the silent into sound, change the abstract into concrete, greatly prolonged the time of students' intentional attention, improve the efficiency of the classroom, and promote the interaction between teachers and students and emotional exchanges. First, create a story situation, the boring content interesting, increase students' interest in learning Chinese pinyin is a string of boring characters, to make students want to learn, learn, we have to change the uninteresting into interesting. Therefore, teachers should make full use of the teaching materials, contact with life and learning reality, create a language environment, assist multimedia, and let syllables appear repeatedly in the language environment, so that students can master, consolidate, and use the skills of hanyu pinyin, and give full play to the multi-functional role of hanyu pinyin. For example, when teaching the four tones of ba, the author interspersed multimedia in a story. The main character of the story is Xiao Ming. Teacher: "Teacher knows that some of your classmates like to sing and dance, some like to draw, and some like to play the piano, so what does Xiao Ming like?" (The class shows a picture of a trumpet, followed by the syllable ba.) Practice reading in various forms. Add: "One day, the weather was especially nice, Xiao Ming went out to play, and when he walked to the edge of the field, what did he see?" (The class shows the little boy pulling a carrot.) Practice reading ba in many forms. "Xiao Ming continued to walk and walk and walk to the shooting gallery, and what did he see?" (课件出示小女孩打靶的画面)以多种形式练读ba。"Xiao Ming was so happy to see so many interesting things that he wanted to go back and tell his dad." (The courseware shows the picture of dad.) A story assisted by the courseware is finished, the students learn with great interest and the four sounds of ba are learned. When reviewing Hanyu Pinyin, the courseware shows the picture of the story with music: On Sunday, the teacher took the children to visit the wild zoo. When they came to the zoo, they saw elephants, hippos and rhinoceroses bathing in the river, tigers and lions sleeping, mergansers, goats and zebras practicing long-distance running, monkeys climbing trees, giraffes, pheasants and peacocks looking for food to eat. They all want to make friends with you and are preparing to introduce themselves. (There are corresponding name pinyin cards on the animals.) The vivid and interesting stories and visual images y attract the students and help them to concentrate in the boring revision class. The pinyin cards with the names of the animals pave the way for reading the syllables accurately. Students learn in a relaxed and pleasant atmosphere, can maximize their relaxation and creativity, which is conducive to better learning. Second, creating a picture situation helps to improve students' reading aloud level Most of the texts in elementary school are more storytelling. In the teaching of reading aloud, we should try to use the language of the book to pluck the strings of the students' hearts, the use of multimedia to show the picture of the content of the text, with vivid and beautiful music, and the tone of storytelling will be the model of the text read once, so that the students in the overall perception of the content of the whole text at the same time, but also on the reading of the text of great interest, thus stimulating the students to read for the fast desire. For example: in the guide to read aloud the text "echo" of the first paragraph, the use of multimedia to show the echo of the fairy tale background, that is, the first paragraph of the description of the scene. At this time, the teacher's camera guidance: semi-circular bridge hole and the reflection in the water together, like a big moon, how beautiful ah! Are you happy to see such a beautiful view? When you read to slow down some, some beautiful, while reading the mind floating on the screen Mu beautiful picture. Another example is teaching the second natural paragraph, first show two sentences: (1) the little frog asked: "Who are you? Where are you?" (2) The invisible little frog is also asking, "Who are you? Where are you?" The purpose is to let the students differentiate between the two sentences, which one is said by the little frog and which one is heard by the little frog. Then use the multimedia to play the "original voice" and "echo" reading, so that the students through listening, heart to feel the difference between the two sentences reading. Let the students in the intuitive feeling of internalization, the above two sentences read aloud, through the table reading method to achieve will read, read the purpose of good. Another example is the second natural paragraph of the text "Wang Coronet Learning to Paint" which is required to be memorized. Teachers can first demonstrate the content of the second natural paragraph through animation and play the recitation with music at the same time, so that students can really feel the freshness and beauty of the lotus flowers in the lake after the heavy rain. Bring students into the fascinating situation, guide students to read aloud to appreciate, and then show the lake, lotus, petals, lotus leaves alone, let students alone to appreciate, understand, read aloud, recite. Second, create a game situation, effectively improve the efficiency of students' literacy Literacy teaching is the teaching focus of elementary school language, but also difficult. Mainly in the amount of literacy, complex character shapes, easy to confuse. The students learn it tastelessly and inefficiently. If the multimedia teaching in literacy teaching, the effect will be very different. Psychologist Maslow pointed out in the Psychology of Growth: "Students are born with the potential for internal growth and do not need the deliberate guidance of teachers." In literacy teaching, supplemental multimedia teaching is conducive to allowing students to freely use their imagination to memorize vocabulary. Sukhomlinsky also said, "In the depths of the human heart, there is a deep-rooted need, which wants to feel like a discoverer, researcher, explorer. And in the spiritual world of children, this need is particularly strong." A child's small "discoveries" are made through his own careful observation, and in the child's mind these small "discoveries" are more valuable than the discovery of an "oasis" in the desert. It is more valuable than the discovery of an oasis in the desert. As a teacher, we must cherish these small "discoveries" of children, timely affirmation of this "discovery" of the students, fully maintain their imagination, and enhance students' self-confidence. For example: in the teaching of the "little monkey downhill" this lesson of words, first on the big screen to show "non-, tree, piece, melon, round, back, can, empty" for students to observe, and then raise your hand to say which word you remember, how to remember. At that moment, a student immediately raised his hand and said, "Teacher, I remembered 'can', that is, the 'river' of a small river removes the three dots of water, and it becomes 'can'. '." The lesson shows: river - may and is accompanied by beautiful music and the praise, "You're so smart!" Another student immediately stood up and said, "Teacher, I have another way to memorize 'Ke', which is to form 'Ding' and 'Mouth' to form 'can'." The students showed great interest and raised their hands to speak. For first and second graders, students learn literacy fast and forget fast, how to solve this problem. Through practice, I found that the best way to consolidate literacy is to let students enter the "game park", in a relaxed, fun atmosphere to remember the sound, shape and meaning of the Chinese characters, to make some novel form, rich in content, interesting review questions courseware, fun. For example, the consolidation of the characters required to be recognized can be accomplished through the game of "picking apples". That is, the students read correctly, the apple will fall. The teacher will award a "small apple" to the student. For some words that are easy to confuse, the game of "Rabbit Picking Mushrooms" can be used to attract students' attention. When distinguishing "garden, original, round", the ones with "grass round, flower original, garden table" are poisonous mushrooms, while the ones with "garden, grassland, round table, orchard" are fragrant mushrooms. Then mix these mushrooms together, ask the students to help the rabbit pick mushrooms, the students learn with great interest, consolidate the words unconsciously, to achieve twice the result with half the effort. Fourth, create a life situation to cultivate students' oral communication ability In teaching, the setting of teaching situation has an important role. In the teaching of oral communication, a certain context is an important aspect to stimulate the interest of primary school students in oral communication. Relevant research shows that language expression is closely related to its psychological quality and environment. As a matter of fact, some students speak in small voices in class, have ambiguous speech and have difficulty in expressing themselves, while they are loud and happy to express themselves outside class. An important reason for this is that extracurricular activities create a good situation for students and provide a free world for students' oral communication, which is conducive to stimulating students' interest in communication. While in the traditional classroom, the atmosphere is tense, a few people will show shyness, and it is difficult to express their feelings as their brains go blank when they speak. In this way, it is required that this people in the classroom teaching to create a certain situation, lighten the classroom atmosphere, strengthen the atmosphere of life, so that classroom teaching as close as possible to the students' lives, to provide students with a free imagination space, free expression of the atmosphere. The use of CAI courseware is an effective way to create a situation. For example, in the teaching of oral communication "I will puzzle", the teacher can be such an introduction to create a situation: Teacher: "Children like jigsaw puzzles? There is a child called Xiaoming, can like jigsaw puzzles. (Show CAI courseware: Ming Ming jigsaw puzzle) Look, he used round pieces of paper into a lot of cute little animals (show CAI courseware: round pieces of paper into pandas, white rabbits, piglets). Children, you will use round pieces of paper into pandas, white rabbits, piglets? In this lesson, my teacher will let you use round paper pieces to puzzle first, and then tell the other children what you put together with round paper pieces and how you put them together." Then use the CAI courseware to demonstrate the white rabbit and tell the process of the puzzle. The students do the puzzle in the melodious music. Another example is in the teaching of oral communication "looking for spring", you can first assign homework for students to go to the countryside to personally feel the beauty of spring. In the classroom, the first use of courseware to play: a clear river, just sprouting willow trees, tender green grass, a variety of wildflowers and swallows, birds, teachers and students in the kite flying composition of the spring scenery. With beautiful and soothing music. Then let the students combined with their own personal feelings, through group discussion, centralized reporting, teacher summary and other forms of spring characteristics. This greatly mobilizes the children's enthusiasm and initiative to learn, and is conducive to guiding students to consciously and independently into learning, in the process of teaching and learning to implement the "students as the main" teaching concept. In short, grasp the character traits of elementary school students, the rational use of multimedia teaching, create an image, interesting teaching environment, can fully stimulate the students' sense of initiative and entrepreneurial spirit, caring for the students' curiosity, desire for knowledge, advocate independent, cooperative, exploratory learning mode, can achieve the purpose of improving the efficiency of classroom teaching.

Are you satisfied with the above answer?