How to make effective use of multimedia for teaching design

How to make effective use of multimedia design teaching;

First, we should eliminate misunderstandings in our ideological understanding. "Multimedia is just a flower stand, used in form. To have a good class, we still have to rely on traditional teaching methods. " There are quite a few teachers who know this. In fact, they haven't really learned to use multimedia, and they haven't really realized and understood the revolutionary role of the essence and essence of multimedia teaching. People have a strong dependence on familiar things and habits, and an instinctive rejection and fear of new things. At the same time, people are lazy, and learning is a hard mental and physical labor for anyone at any time; People's intelligence and ability to accept new things are also very different. Therefore, multimedia is only a superficial understanding of its surface. Before using multimedia for teaching, we must have enough knowledge and understanding of it and pay attention to it. Don't take it as a means for teachers to be lazy or avoid heavy teaching, and turn multimedia into simple "watching movies" teaching. ?

Second, we should be clear about the similarities and differences between multimedia teaching and traditional teaching. I think the biggest advantage of multimedia is that under the same teaching content, it contains several times as much information as the traditional one. The amount of information is huge, which easily distracts teachers and leads to the disorder of the whole class, and students don't know where to start. This requires teachers to prepare lessons more carefully than traditional teaching before class, to study the courseware comprehensively and deeply, and to choose the courseware content appropriately. It is necessary to sort out a clue of courseware logic science that conforms to the law of human cognition; Of course, we should also be able to skillfully operate, understand and even skillfully make courseware, so that the class can be comfortable and not urgent. Don't use search engines in class. Be sure to know the corresponding websites before class, because there are a lot of fish and dragons online. I used to improvise in class, search for pictures of natural scenery and guide students into artistic conception. Just when teachers and students were in high spirits, a picture of naked beauty suddenly popped up, and the students exclaimed. I pretended as if nothing had happened and explained it in the same style. I know how eager the following 50 adolescent children are for me to say something, and soon the students will calm down. Another advantage is that it fully mobilizes students' various sensory organs and stimulates students' interest. ?

Third, teachers should still play their due guiding role in multimedia teaching, and teachers should have better classroom control ability. Some teachers don't grasp the scale of many media teaching, and there is a phenomenon of cramming with modern teaching methods, that is, wearing new shoes and taking the old road. Thinking is irreplaceable, so are teachers and multimedia. To improve students' thinking ability and quality, the teacher's responsibility is to create problem situations, let students think independently, and then discuss and inspire, so that teachers and students can improve together in this process. What needs to be emphasized here is that students' thinking training must rely on their independent thinking, let them taste the bitterness of thinking in practice, explore ideas and methods to solve various problems, and then gradually form certain abilities. Some teachers rely on multimedia. As long as there are multimedia classrooms, they will find ready-made courseware and start teaching without thinking, without comparing with the actual situation of students. In this way, students can rely on the power of multimedia to master all the knowledge. In multimedia teaching, teachers should be good at playing several roles on the basis of letting students try and explore: problem situation designer (design is a challenging and valuable task related to students' life. ), cooperative division of labor tutor (reasonable arrangement of division of labor within the group, improve learning efficiency. ), inquiry process facilitator (so that students do not deviate from the initial learning goals, and encourage students to conduct in-depth research on the problem. ), communication feedback organizer (make communication in the right direction). In the process of multimedia teaching, we should not only pay attention to the design and arrangement of learning tasks, but also pay attention to the cultivation of students' initiative and thinking ability. Pay attention to both learning results and learning process; We should not only pursue the mastery of knowledge and skills, but also pursue the cultivation of students' psychological quality such as innovative consciousness; We should use both receptive learning and understanding learning. However, in the actual teaching, teachers themselves are completely divorced from teachers' teaching and students' learning when using multimedia, leaving only embarrassing mouse clicks. ?

At present, in the classroom supported by multimedia teaching, teaching resources, teaching tools and research directions are all open. The use of multimedia provides us with an open teaching environment and greatly enriches the content of classroom teaching. In multimedia teaching, students' main role should be fully reflected, and teachers should further weaken their strong position in bilateral activities. However, some teachers are not sure about the connotation, teaching objectives and key links of teaching organization, and their teaching ability is weak, which leads to the phenomenon of "gilding the lily" in the teaching process. In this sense, multimedia is like a "double-edged sword". Success or failure lies only in raising your hand, which requires higher professional ability of teachers. ?