Zhang Ph Wen Wenling Heilongjiang Bayi Agricultural University Daqing, Heilongjiang 163319
Abstract: Multimedia classroom teaching is widely welcomed by teachers because of its rich knowledge, flexible teaching methods, and high efficiency. However, there are also many problems in using multimedia teaching. The article proposes corresponding solutions to these problems in order to provide some insights for the improvement of multimedia teaching.
Keywords: multimedia; teaching; courseware
In recent years, with the widespread application of multimedia teaching, it has greatly promoted the teaching and improvement of traditional courses, making up for the inflexibility of traditional classroom teaching methods, the difficulty of mobilizing students' enthusiasm for learning, and the limited amount of knowledge imparted in the classroom. Its advantages are obvious to all. However, with the continuous promotion and deepening of multimedia in teaching, some problems in multimedia teaching itself have become increasingly apparent.
1 Problems in multimedia teaching
1.1 Teachers are highly dependent on courseware
In multimedia teaching, because the courseware content itself is a reminder of the teacher's teaching content, some teachers who are not very skilled in the course content make the courseware into an electronic lesson plan by making multimedia courseware and recording the course content in the computer. In order to analyze and explain the content in the multimedia courseware in the classroom, reduce the workload of preparing for the lesson, and the problem of copying the subject is also prominent. At the same time, when there is a problem with the multimedia equipment, it is impossible to conduct classes in accordance with the normal progress, which disrupts the teaching schedule.
1.2 Too many courses
Because the multimedia course itself has the characteristics of large curriculum content capacity, teachers make multimedia by summarizing and summarizing the content of the textbook, and add content that is closely related to the course to the courseware by referring to other textbooks and online search tools. It not only expands the knowledge of students, increases classroom learning capacity, but also enriches classroom teaching content. However, the more detailed the teaching knowledge points, the more the teaching content will increase. Excessive classroom capacity is sometimes difficult to highlight the focus of the course, and it will increase the burden on students to learn in and after class. At the same time, in the face of a large number of relevant knowledge points, if the lecturer lacks corresponding induction, analysis and sorting, and lacks elaborate preparation and design, the linked content is simply stacked in the multimedia courseware, which will make the classroom The content is complicated and too fancy, and the secondary content is noisy, regardless of the primary and secondary. Moreover, the multimedia courseware often makes the connection between different titles less and less tight during the flipping process, which brings great obstacles to students' understanding of the course. Therefore, a large amount of information makes the course content very detailed, but it is difficult to highlight the key points, or the students ca n’t grasp the key points at all, so that the content is not detailed and the key points are not prominent. , It also brings greater obstacles for students to review after class.
1.3 Students are easily distracted
During the entire multimedia teaching process, since most schools set the multimedia equipment in the corner of the classroom, and the mouse is fixed, most of the teachers teach behind the multimedia console, and often need to stare at the computer screen. Page switching, which makes the eye contact between the student and the teacher much weaker than the traditional teaching method. The teacher cannot always see whether the student is listening seriously in the class, so some students are prone to thinking and attention The decentralized situation, which in turn could not keep up with the progress of teachers ’teaching, eventually caused a decrease in the efficiency of listening. If the links before and after the course are relatively close, some students will gradually fail to understand some of the content, which will eventually lead to loss of interest in the course.
1.4 The course is too fast
Because the multimedia course itself reduces the teacher's blackboard writing on many contents, the teaching process of the teacher is obviously accelerated, and the teacher tells more content in the multimedia classroom than the traditional way. Therefore, in the entire teaching process, students are busy recording the content of the course that the teacher explains, but it is difficult to make the recording speed keep up with the page turning speed of the teacher's multimedia courseware. On the one hand, the students 'notes are not fully recorded, on the other hand, the students have not heard the teacher's explanation of the problem, and they have no time to understand the content, which is not conducive to the students' digestion and absorption of the course in the classroom .
1.5 Lack of interaction between teachers and students
Due to the large amount of multimedia content and the reduction of eye contact during traditional teaching, teachers are busy turning pages and telling the content, but they ca n’t see the students ’confusion about the content of the course, ignoring the students’ mastery of the course. The degree and effectiveness of the class also reduce the questioning in the classroom. A class only listens to the teacher and does not communicate and communicate. Then, it will inevitably cause students to accumulate more and more doubts in the classroom until they are unintelligible. The content of the course.
2 Suggestions for improving the quality of multimedia teaching
2.1 Strengthen the supervision of multimedia teaching
Improve the inspection of the preparation of the courseware of the instructor to ensure that the teacher has completed the preparation of the courseware before the lecture, and during the teacher's lecture, the teacher supervises the lecture to specifically check the preparation of the lecture. The effect is timely fed back to the teacher in class, and the level of multimedia teaching is continuously improved.
2.2 Improve the quality of teachers' multimedia teaching content
The purpose of multimedia teaching is to enable students to better understand and master what they have learned. This requires teachers to add information related to knowledge points in the courseware, as well as the overall grasp of the amount of information added, and after careful consideration, the logic before and after the content and the intimacy of the added information and key content should be considered in depth , So that students have a clear and systematic understanding of the main knowledge points and the relationship between the previous and the next. At the same time, teachers pay more attention to the arrangement of courseware content than to do much, trying to highlight the key points and difficulties of teaching, so that students can better understand and master knowledge points, thereby improving the teaching effect.
2.3 Attracting students' attention
Teachers are familiar with the content of the lectures before teaching. During the lectures, they should try to come out from behind the multimedia console. As in traditional teaching, try to show the body parts to the students, and put the students in the teacher ’s field of view, so that the teacher can easily Enter the student's observation range. In this way, students can clearly notice the teacher's body language, which is conducive to students' concentration. At the same time, teachers can also increase the level of teaching courseware production, and add pictures, videos, animations, etc., to increase students 'interest in course content and attract students' attention.
2.4 Multimedia teaching adheres to the principle of putting students first
In the process of multimedia teaching, teachers have omitted most of the time to write on the blackboard, so that the content that can be taught in the classroom is also increased. This is precisely the advantage of multimedia teaching, but if it is not used properly, it also It may be counterproductive. Because in multimedia lectures, although the content of the teacher ’s lectures is more, and the teacher ’s blackboard writing is greatly reduced, the students ’necessary notes during the course of the lecture can only be increased. In the course of listening to a class, you should also analyze what you should record, or simply write it down when you ca n’t analyze the key points, and the student ’s note will increase significantly. At this time, if the teacher does not adjust his lecture speed in a timely manner and informs the students which content is the main content and the record, then it will inevitably cause the student to either have not recorded the main content, or only recorded a part, the teacher has As explained on the next page, it will inevitably result in the student's notes being tired and ineffective. This requires that in the process of teaching multimedia courses, students are the main body. After each important knowledge point is taught, there must be a certain time for students to take notes, and explain what the focus is to improve the effect of student notes and the The quality and efficiency of the review after class.
2.5 Strengthen classroom teaching interaction between teachers and students
In the multimedia teaching courses, due to the large teaching content involved in the teaching, the eye contact between teachers and students is not in place, it is easy to cause students to encounter problems during the learning process, which requires teachers to walk out of the console in a timely manner Understand whether students understand and how well they understand. Teachers can ask students to give timely answers by setting one or two exercises or questions on the key content just learned, so as to understand the students' understanding of each knowledge point and the teaching effect in time; they can also use the knowledge points that have been taught. At the same time, ask the students appropriate questions and timely understand the students' mastery of the course.
references
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[2] Zheng Shiyan. Investigation and reflection on the use of multimedia teaching in economic management courses [J]. Journal of Tianjin Agricultural College, 2006, 12
[3] He Nan. On the problems and countermeasures in multimedia teaching [J]. Heilongjiang Higher Education Research, 2006, 1
[4] Deng Xiujie, Zhang Pingzeng. A preliminary study on the evaluation system of multimedia-assisted ideological and political teaching in universities [J]. Journal of Changchun University of Science and Technology (Social Science Edition), 2010, 3
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