With the continuous advancement of modern teaching systems in colleges and universities, multimedia classrooms with computers as the main body have been increasingly used in the education industry, greatly improving the quality of teaching, but the problems that have been exposed are also increasing more. In the new form, how to use multimedia classrooms better and reasonably has become a hot issue in current research.
Multimedia classrooms, also known as multimedia presentation rooms, are comprehensive teaching systems based on the needs of modern education and teaching, combining multimedia computers, projections, recordings, videos, and other modern teaching media. Teachers use multimedia classrooms for lectures, with sound and images, intuitive and flexible, and various forms, which overcomes the shortcomings of the inherent instillation model of "classroom, chalk, pointer, and paper", and makes the teaching process more in line with students' cognition, understanding and The law of memory maximizes the effectiveness and efficiency of classroom teaching. However, in the process of use, due to differences in teachers' understanding of the multimedia classroom, and even some wrong understandings, it is difficult for multimedia teaching to play its due advantages and even play a negative role. How to give full play to the advantages of multimedia computer teaching and make effective use of multimedia classrooms deserves our careful study.
1. Basic functions of multimedia classroom
A multimedia classroom should have the following basic functions:
(1) Connect the campus network and the Internet, so that teachers can easily call rich network resources to realize online teaching.
(2) Connect the CCTV system to give full play to the role of TV media in teaching.
(3) Demonstrate various multimedia teaching courseware and carry out computer-aided teaching.
(4) Play video, VCD, DVD and other video teaching programs.
(5) Exhibit materials, models, pictures, text and other materials.
(6) It can display computer information and various video signals with a high-definition, large-screen projector.
(7) Play various sound signals with high-fidelity audio system.
2. Problems and countermeasures in the use of multimedia classrooms
(1) The problems and phenomena in the use of multimedia classrooms can be summarized as follows:
1. Teachers have varying levels of mastery of practical skills in multimedia equipment
Since most of the multimedia classrooms are set up by dedicated management teachers, many teachers, especially middle-aged and older teachers, do not know much about the teaching equipment of the multimedia classrooms. This is likely to cause a disadvantage. Became confused and difficult to deal with. Moreover, some teachers' irregular use of multimedia classrooms will also affect the service life of the equipment.
2. Excessive use of multimedia in the classroom becomes a disturbing factor in teaching
Some teachers did not conduct systematic research on traditional teaching and multimedia teaching, lacked a comparative understanding, and blindly accepted and bluntly accepted. In the use of multimedia classrooms, excessive pursuit of colorful audio-visual and animation effects, but ignoring the rules of intentional and unintentional attention in psychology, this will only make students put more unintentional attention on wonderful pictures and pleasant music On the other hand, and unable to concentrate on the teaching content contained in these pictures and music, the effect is often counterproductive.
3. The lack of interaction between teachers and students neglects the main role of students
Long-term use of multimedia presentations has played down the cooperation and interaction between teachers and students. Forgetting that teaching is student-centered, classroom teaching has shifted from traditional teacher-centric to multimedia-centric. Teachers just display the media or stare down at the computer screen, completely disregarding the students' reactions, there is almost no feedback in the classroom, no emotional communication, and students have no time to think.
4. Problems in the use of courseware
One is that some teachers simply and mechanically insert the teaching content with several pictures and add text to make courseware that does not have interactive functions, or directly project textbooks and lecture notes, which lacks interactive functions, high quality, Multimedia courseware in a real sense. Secondly, although some teachers have high enthusiasm for making multimedia courseware, but their own technical level is limited, teaching design ideas are not mature enough, and the quality of the courseware produced is not high enough.
(2) In view of the above problems and phenomena, the author believes that in order to effectively use the multimedia classroom and maximize its role, the following points should be done:
1. Teachers must learn simple system operations, such as opening devices, switching between media, switching projector signals, and computer operations. It is not possible to have a multimedia management teacher to guide the operation while teaching, otherwise it will affect the entire classroom. get on. In addition, teachers also need to master certain computer accident handling skills, such as: difficult problems such as computer crashes during the courseware operation, the computer should be restarted immediately, the projector should be switched to the black screen state, and the student ’s attention.
2. Correctly handle the relationship between multimedia teaching and traditional teaching. Teachers must be clear that "conventional teaching methods and means" is the basis of teaching, and "using multimedia classrooms" is just a teaching aid, not using multimedia to teach, and it will certainly be beneficial to the implementation of teaching. When using multimedia classrooms for teaching, it is necessary to correctly handle the relationship between multimedia and chalk, blackboards, common teaching aids, and language expressions, especially considering multimedia teaching time (here mainly refers to operating time) and timely classroom explanations, blackboard writing, Interact and reflect on the relationship of time. Therefore, we must combine multimedia teaching with traditional teaching organically, and use these two teaching methods reasonably, in order to better improve the efficiency of classroom teaching.
3. In teaching, students' subjectivity should be emphasized. In addition to giving full play to the teacher's leading role in the classroom, an excellent teacher should also pay attention to highlighting the student's main role. To use multimedia classrooms for teaching, teachers must carefully prepare the lessons according to the characteristics of the students and the teaching content. To design the student's cooperation process, design the student's reflection process, design the student's expression process, let the students discuss and solve together to highlight the student's ownership, and finally let the students digest the knowledge themselves and learn to apply and innovate the knowledge .
4. Courseware construction should pay attention to the combination of development and introduction. On the one hand, accelerate the development of multimedia courseware and strengthen the training of teachers in modern educational technology skills. Form a guidance group for the production of multimedia courseware, increase the number of multimedia courseware production, improve the quality of its production, in order to meet the needs of teaching as soon as possible. And mobilize all teachers to start, according to their teaching characteristics, use their ingenuity to produce multimedia courseware. The courseware produced can be complex and concise to satisfy the teaching needs, but avoid "book move" and indiscriminate fabrication. On the other hand, for those that can be introduced from ordinary universities or other media production institutions, including those that require necessary modification and processing, there is no need to repeat construction.
3. Conclusion
Multimedia classroom equipment provides teachers with various teaching conditions and brings infinite vitality to teaching. In the course of teaching practice, we will definitely encounter various problems, but as long as we establish the correct teaching concept and continue to explore, I believe that with the deepening of the campus information construction, the construction of multimedia classrooms will inevitably move towards information, Intelligent development.
(Hou Fengxia. Weifang Institute of Science and Technology, Weifang, Shandong 262700; Sheng Jian. Weifang Institute of Science and Technology, Weifang, Shandong 262700)
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