The application of multimedia resources in teaching brings people a good expectation for the classroom, hoping to completely change the traditional teaching mode and students' cognitive process. However, due to the rapid development of information technology and network technology, the number of multimedia resources has exploded, resulting in a mixed situation. How to choose and use these resources has become a problem that teachers must face. In this regard, the author believes that in the selection and application of multimedia resources, we should follow the principle of optimization and must not make eyes at each other. The so-called optimization principle refers to the selected resource content (including text, pictures, sounds and images, etc.). ) It should best present the teaching content, most effectively stimulate students' interest in learning, induce students' learning motivation, maximize students' enthusiasm and initiative, and make people have the impulse to participate in learning and take the initiative to learn.
Practice shows that dynamic characters are more exciting than single characters, and the situation created by pictures is better than that of characters. The application of animation, audio and video can better make teachers and students interact and convey information intuitively, dynamically and accurately. Therefore, in general, when choosing multimedia resources, we should pay attention to careful selection and careful consideration, so that those who can use video will often abandon the text without pictures. This way of resource selection and application makes the obtained resources the best and will have the greatest impact on students' body and mind. The method of using resources is the best, and the effect achieved must be the best.
Second, the "key point" of applying multimedia resources to teaching.
As the saying goes, good steel should be used on the blade. The application of multimedia resources is the same. Only when high-quality educational resources are used in "key points" can they play a key role. The so-called "focus" of teaching refers to the focus and difficulty of teaching, as well as the lead-in point, inspiration point, connection point, expansion point and thinking blind spot. The handling of these points is the key to the success or failure of a class.
To achieve the cognitive goal in classroom teaching, the first choice is to solve the key and difficult standard questions. The application of multimedia resources, first of all, is to show how to highlight the teaching focus and solve the teaching difficulties. This is the most important in teaching, and whether the analysis of important and difficult points can be put in place is related to the success or failure of teaching. The classroom supported by high-quality educational resources has properly solved this problem through exquisite pictures, dynamic scenes, interactive bilateral activities and real and interesting life content.
Secondly, the introduction point of the classroom. Lead-in is the beginning of classroom teaching activities. As the saying goes, a good beginning is half the battle. The application of multimedia resources in teaching lead-in creates a positive learning situation, which makes students in the dynamic learning process of asking questions, thinking about problems and solving problems, and stimulates students' interest in learning. Interest is the best teacher. Introducing multimedia resources into classroom teaching is like an incisive metaphor made by a German scholar. He said, put 15 grams of salt in front of you, and you can't swallow it anyway. When you put15g salt into a big bowl of delicious soup, you can't help swallowing them while enjoying the delicious food. Knowledge is to the environment what salt is to soup. How vivid this metaphor is!
Thirdly, applying multimedia resources to the starting point, connecting point and expanding point of teaching can make the finishing point, wake up the dreamer in one word and help students solve their puzzles and problems, thus building a lively, productive and vital classroom. Here, with the help of the characteristics of visibility, interactivity, high quality and high efficiency of multimedia resources, we not only annotate the teaching content, but also guide students' learning and thinking, such as four or two tricks in martial arts, which make students suddenly enlightened and emancipated their minds.
Third, the use of multimedia resources should be appropriate and appropriate.
High-quality multimedia resources are increasingly affecting all aspects of teaching. But in the end, it can only be used as an auxiliary means of education and teaching, and can't entrust the whole teaching. Multimedia resources can't replace teachers' in-depth analysis of teaching problems, let alone students' inquiry activities. Therefore, we do not advocate the worship of multimedia resources on the altar as a panacea, nor do we advocate the abuse and misuse of resources leading to the lack of teaching elements.
"Enough is enough" in the selection of multimedia resources refers to the timely, appropriate and moderate use.
The so-called timeliness means that teachers should grasp the timing and time of the application of many media resources, which can neither be called unused nor misused. Only when we should do it can we do it properly, which not only stimulates students' interest in learning, highlights the key points of learning, cracks the learning difficulties, mobilizes students' enthusiasm, but also avoids audio-visual fatigue and information pollution.
Appropriate amount means that teachers should control the amount of information transmitted by multimedia resources to prevent information flooding. Multimedia resources can provide a lot of information in a short time, which is a great advantage for students to understand and deepen their knowledge after receiving and processing. However, when using multimedia resources, many teachers like to pile all the materials they can find into courseware or classroom. When importing, put a few paragraphs in the video, use a few animations when explaining the key points, and put some music. Therefore, when students are faced with complicated information, they will be at a loss. Dogs can't swallow Mount Tai, but they have new and more puzzles and questions. Therefore, for those unnecessary materials, even if they are wonderful, they should be cut off. Tailor-made clothes, beautiful clothes, eating by the amount is healthier, and so is teaching.
Then there is the question of moderation. Effective classroom teaching is a process of teacher-student interaction, teacher-student construction and harmonious generation. Teachers' excessive reliance on multimedia courseware will occupy students' imagination space and reduce students' initiative in subjective thinking, thus deviating from the original intention of resource use. Therefore, the teaching activities of multimedia resource application should guide students to "learn by doing" through courseware, not just "watch courseware". Students should be guided to analyze, think, interact, generate and innovate, instead of getting answers to questions from courseware without thinking or just "appreciating" courseware.
Fourth, using multimedia resources to reduce the interference of "pseudo-resources"
The purpose of applying multimedia resources in classroom teaching is to guide students' autonomous learning, cooperative learning and inquiry learning through situational creation, and the learning process is students' active thinking and exploration. However, too many complex colors, too many format changes and dynamic effects in courseware will interfere with students' thinking; Irrelevant animation, irrelevant pictures and redundant audio and video may mislead students, which is not conducive to the construction of students' knowledge and skills and the positive transfer of students' cognition. We call these "pseudo resources".
Facing the vast resource environment, what can be done to reduce the obstruction of "pseudo-resources"? This requires us to pursue truth, goodness and beauty in the use of multimedia resources.
1. Seeking the truth
The connotation of "life" in "life growth class" lies in that teachers should pay attention to students' physical and mental characteristics in the first place and treat students as developing people. The key to putting students first is to impart "true knowledge". The concepts and principles displayed in the resources should be true and reliable, the analysis and reasoning should be rigorous and accurate, the methods and steps should be correct, and the simulation effect should be vivid. Even if there are metaphors and exaggerations, they should be appropriate, appropriate and reasonable, and cannot be fabricated casually. Thousands of teachers in Qian Qian teach people to seek truth, and real classroom teaching is valuable.
Seek kindness
Teachers are required to be good at drawing materials, using materials rationally and giving full play to the unique charm of various resources. The new thinking requires that teaching resources have a sense of symphony, design, story, emotion, entertainment and meaning. Therefore, the selection of multimedia resources should be rigorous and scientific, and the application should be representative and normative. Courseware should not only be reasonable in layout and attract students in content presentation, but also pay attention to the inspiration, novelty, expressiveness and appeal of the picture. For irrelevant animation, be few and precise, or even give up completely. Decoration and embellishment should be as scientific and interesting as possible. Try to delete redundant audio and video.
Seeking beauty
Teachers are required to choose and use aesthetic resources in form and content, including the colors, proportions and levels of various resources with certain aesthetic value. At the same time, it gives people comfortable, harmonious and tasteful enjoyment, and can express positive feelings. This requires that the picture of the material is artistic, the overall standard is relatively unified, the language is standardized, concise and clear, the sound is clear, there is no noise, there is no pause, the video resolution is high, and the characters are vivid. At the same time, in the design of navigation icons and animations, the intention should be clear and easy to understand and operate, which can quickly cause learners to jump and reduce students' psychological burden.
Only by seeking truth, goodness and beauty can we seek truth, goodness and beauty, grasp the true meaning of various resources and highlight the auxiliary role of teaching resources in effective teaching.
Fifth, we should pay attention to the flexibility of the classroom when applying multimedia resources.
At any time, teaching should take inheriting human civilization and cultivating innovative talents as its own responsibility. No matter what kind of teaching task is completed, "teaching" is always for "learning". "Teaching" is attached to "learning", and the starting point and destination of teaching should be students' learning. As Mr. Tao Xingzhi said: the method of teaching should follow the method of learning. It can be predicted that the classroom of multimedia resources application should be a learning classroom. Therefore, for the application of multimedia resources, we should also be flexible and flexible, not too rigid. In the process of teaching, teachers should not only pay attention to how to teach and what to teach, but also pay attention to students' learning. We should adjust resources according to the learning situation and students' feedback in class.
Length and width used. You can't be reluctant to throw away resources just because you have gone to great lengths to find them. Using teaching resources according to local conditions and different people is not only a responsibility for students, but also a respect for teachers' profession. Only in this way can teachers be like artists, and teaching can be smooth and pleasant. The use of multimedia resources should be natural, appropriate and vivid, not far-fetched and artificial, which can effectively mobilize the enthusiasm of students to participate in classroom interaction, so as to complete teaching tasks and achieve teaching goals in a pleasant atmosphere. This can avoid embarrassing situations such as pause, overtime and out of control due to "one size fits all" in the classroom teaching process.
The flexibility of classroom teaching is also reflected in its generative aspect. Classroom is often generated randomly and dynamically in the process of teacher-student interaction, so there will be many uncertain factors wrapped in it. At this time, teachers can't continue to copy mechanically and ignore students' thinking just because their courseware is "so designed". Such a classroom is lifeless, which is not conducive to the cultivation of students' innovative thinking quality. Therefore, teachers are required to integrate the idea of "flexibility" into the design of teaching links when applying resources, and sometimes they can go with the flow or find another way to make the teaching process more flexible and diverse, make classroom teaching more innovative and innovative, better reflect the advantages of multimedia resources and carry out teaching activities more effectively.