First, the advantages of using multimedia in biology teaching
(A) Multimedia enables teachers to control the classroom more flexibly.
Multimedia teaching method can fully explore the depth of teaching materials and broaden the horizon of knowledge in teachers' lesson preparation, and can also consider students of different levels to set up classroom problems and exercises. Teachers can properly consider students' actual level when designing learning plans, and arrange students to search for resource knowledge on the Internet to some extent, so that students can discover the mysteries of biology from the field of vision outside textbooks, stimulate their interest in learning biological knowledge, and integrate textbook knowledge, practical knowledge and network knowledge, so that the preview effect will be obvious and the classroom links will be smooth.
Teachers use multimedia technology to save time in class, increase the amount of classroom information, and fully carry out classroom activities, which has changed the previous single knowledge transfer model. Bilateral teaching activities have enough time for students to study independently and explore cooperatively, and carry out classroom activities in an orderly manner around the plans made by teachers. Students should strive to be masters in class, and teachers should give appropriate guidance, so that teaching activities can be carried out in a relaxed and harmonious atmosphere.
The application of multimedia technology is not limited by time and space, and can cross the time tunnel. For example, when talking about biological evolution and the origin of life, due to the limitation of textbooks and brain thinking, teachers are thirsty, students are sleepy, and they can't explain clearly and understand. The use of multimedia can make the ancient pictures clearly presented to students, vivid and full of curiosity. Students can intuitively feel that the origin of life is so long and the evolution process is so tortuous, thus simplifying complex problems and visualizing abstract knowledge.
(B) create scenarios to stimulate students' interest in learning.
Learning is always associated with a certain "situation", because under the media of "situation", those vivid and intuitive images can effectively stimulate students' association, arouse students' knowledge, experience and representation in the original cognitive structure, and generate interest. Interest is the best teacher. Driven by strong interest, students will be able to concentrate on their studies and their efficiency in acquiring knowledge will be greatly improved. While trying to stimulate students' interest, teachers must create an intuitive, vivid and interesting learning environment for students. And multimedia teaching courseware can achieve this effect. In the teaching process of the integration of information technology and biology, teachers should give full play to the functions of multimedia computers, comprehensively process information such as graphics, images, animated videos, sounds, words, languages and symbols, create as realistic a learning scene as possible from the aspects of sounds, colors, images, plots and processes, and design a certain "situation". For example, when talking about blood vessels and the heart, media animation and video are used to show the dynamic contraction image of the heart from many sides and angles, so as to attract students' attention and guide them to think positively and understand the main functions of the heart. Then dynamically segment the picture to show the content and structure of the heart, and guide students to observe the thickness of several chambers and ventricles of the heart, the blood vessels communicating with atria and ventricles, the direction of valve opening, the direction of blood flow and so on. Thus, the problem of "four cavities, blood vessels, valves and blood flow directions are unified" is solved efficiently, and the knowledge of arteries, veins and capillaries can be clearly distinguished at the same time. Such vivid pictures, rich contents, diverse questions and timely feedback create a classroom teaching situation for students, provide a pleasant and harmonious learning atmosphere, stimulate students' desire to participate in knowledge, generate interest and improve efficiency.
(C) the use of multimedia, rapid breakthrough in teaching difficulties
Multimedia can concretize some obscure contents and visualize some abstract contents, making it easier for students to understand the contents and teachers to break through the teaching difficulties, thus improving the efficiency of classroom teaching. For example, in the first volume of the seventh grade, "The life of cells needs matter and energy", one of the key contents is that the cell membrane controls the entry and exit of substances. This is difficult for students to understand. In the form of flash animation, three dots with different colors are used to represent useful substances, useless substances and wastes produced in cells, and the animation of these three dots interspersed between cell membranes helps students understand this important and difficult problem. Practice has proved that this method makes it easier for students to master key and difficult problems, thus improving the efficiency of classroom teaching.
(D) Multimedia teaching can make abstract things intuitively displayed.
1. From micro to macro.
Junior high school biology class only shows "seed germination" from words and static pictures, and many students can't understand the process from seed germination to growth. If it is demonstrated by experiments, it will take a long time, and it is not easy to observe the detailed process of its growth, and the teacher has no way to start. After using multimedia, the various stages of seed germination are displayed in the form of flash animation, and the whole process is vividly displayed in front of students, who can easily understand and describe its changing process in detail.
2. From static to dynamic.
When the teacher talks about "blood flow-flowing tissue", he can only emphasize that blood is a kind of tissue that can flow in blood vessels. Students don't understand how blood flows and in what direction. Using multimedia to show the blood circulation system in the form of video can directly observe the speed and direction of blood flowing in blood vessels, and the understanding and memory of knowledge is accurate and lasting.
3. Can cross the boundaries of time and space.
Reptiles are mentioned in textbooks, but teachers can't describe them accurately and vividly in words, and they can't bring large reptiles to class to show them. Using multimedia, students can observe reptiles through pictures, and also show the Mesozoic era more than 200 million years ago, so that students can appreciate the living environment and species of reptiles at that time, and also stimulate students to explore the reasons for the decrease of reptile species on the earth now.
(E) Multimedia teaching can expand classroom teaching capacity and increase the amount of information.
Multimedia teaching has won a lot of time for teacher and student activities. It can accommodate multiple pictures on the same screen, or display multiple pictures quickly in a short time. Using computers to download or play relevant video materials and pictures and watch TV news or related teaching programs can expand students' extracurricular knowledge and understand current social phenomena and technological trends. Compared with traditional teaching, it greatly saves time and space, makes the teaching content more substantial and forms more diverse, which is conducive to broadening students' knowledge, expanding students' thinking space and improving learning efficiency. The 40-minute class can be relaxed, students have more opportunities to practice, think and debate, the teaching content has been fully implemented, the time for practice and classroom testing has been relaxed, the problems found in classroom teaching can be corrected in an effective time, the teaching ideas can be adjusted in time, and the classroom teaching effect can be continuously improved. Making courseware such as review class (especially special review), exercise class or summary class by computer, or displaying the review outline, knowledge network, topic and test paper directly on the screen by physical projection, can reduce the blackboard writing time in the process of copying questions and answering questions, greatly increase the classroom capacity and improve the classroom efficiency.
Two, multimedia technology in the application of biology teaching should pay attention to the problem
Grasping the application of multimedia teaching in biology class reasonably and effectively is the inevitable result under the background of new curriculum reform, but everything has its negative effects, and multimedia teaching means is also a "double-edged sword". How to use this tool, we should think carefully, never blindly exaggerate its function, reject the traditional experimental teaching method at will, and finally put the cart before the horse, which will lead to misunderstanding between teachers and students and affect the teaching quality. Multimedia can stimulate students' enthusiasm and attract their attention, but at the same time, psychology also shows that long-term use of sound, light, electricity, color and other images will make students' cerebral cortex in a state of high excitement, easy to fatigue, and of course the effect will be reduced. Therefore, the rational use of multimedia has a great relationship with teachers' own quality. Teachers' reasonable guidance, correct the relationship between teaching content and teaching means, and strive to improve their classroom control ability and classroom adaptability. Multimedia is bound to bear rich fruits in biology teaching, and it will also make the original single classroom teaching mode diversified and flexible. In order to make multimedia technology play its due role in biology teaching more fully, we should also pay attention to the following problems:
(A), teachers should make the necessary processing of multimedia teaching materials.
In order to achieve satisfactory teaching results, teachers should first "read through" relevant multimedia teaching materials (slides, videos, teaching CDs, films, recordings, etc. ) when preparing lessons, and fully understand the content characteristics, usage, film length and editor's intention of these textbooks. Videos and science and education films must be watched several times to be aware of them. In this way, when preparing lessons, you can fully consider and carefully design the lesson plan. Teachers should use multimedia teaching materials selectively according to the needs of teaching opportunities when considering using them. At the same time, when teachers choose supporting media textbooks according to actual needs, some contents are not in supporting media textbooks. At this time, teachers can consider selecting and editing other teaching video materials to fill the blank of supporting media teaching materials. The existing supporting media teaching materials are not satisfactory in content selection and time arrangement, and teachers need to selectively edit them for teaching according to the actual needs of teaching. On the premise of understanding multimedia teaching materials, teachers should comprehensively consider various factors, carefully design teaching plans, consider the best teaching methods, especially the organic combination of audio-visual teaching materials with other traditional teaching media such as wall charts, models and specimens, give full play to the unique functions of various media, optimize the teaching process and improve the teaching quality, so as to effectively give play to the advantages of audio-visual teaching materials as audio-visual teaching media and improve the biology classroom.
(B) change the concept of education, the appropriate use of multimedia.
In the teaching process, some teachers use multimedia from beginning to end, regardless of whether the teaching content is appropriate or not, and whether it is necessary to use multimedia courseware. Teachers are just broadcasters and commentators, and they have lost their due control position in teaching. Even some teachers can't practice teaching without multimedia courseware, forming a situation that there is no class without multimedia. In teaching, we follow the idea of courseware design step by step, click the mouse gently, and the picture ends, pushing layer by layer, completely ignoring the students' ideas, while the traditional teaching media-blackboard, with no words or only titles, ignores the role of traditional media. As a result, teachers lack initiative, creativity and flexibility in teaching, wit and inspiration in teaching are lost, the teaching process is simple, and the teaching art cannot be tempered. To realize the integration of multimedia technology and biology curriculum, the transformation of educational thought and theory is the key. Under the guidance of modern educational thoughts and theories, information technology with multimedia as the core should be used as a cognitive tool and emotional incentive tool to promote students' autonomous learning, and it should be fully applied to biology teaching, so that various teaching resources, teaching elements and teaching links can be arranged, combined and integrated on the basis of overall optimization, thus promoting the fundamental change of traditional teaching methods, that is, promoting the teacher-centered teaching structure and teaching mode.
Therefore, whether to use multimedia in a class and what kind of multimedia to use should be chosen according to the teaching content, teaching objectives and the actual situation of students. Traditional tools such as blackboard, chalk, wall chart and model, and audio-visual teaching methods such as tape recorder, slide projector and projector are still useful. Only by fully combining various teaching tools and teaching methods can we get the best teaching effect.
(C), we can not only focus on light simulation experiment teaching.
Biology is an experimental science, and experiment, observation, specimen collection and production play a very important role in the biological science. These teaching methods play an extremely important role in cultivating students' interest in learning biology, better understanding the basic knowledge of biology, mastering the basic skills of experiments, developing students' intelligence, and cultivating students' ability of self-study, observation, scientific analysis and understanding some life phenomena. Computers can be used to simulate dynamic microscopic processes or long-period processes in experiments. This is also conducive to improving the quality of experimental teaching. However, in order to save trouble, some teachers use computer animation to show some experiments that can actually be done in class, and only let students observe the simulation phenomenon. At best, it can only cultivate students' observation and thinking ability, while ignoring the cultivation of students' practical ability, which is not conducive to the education of students' scientific attitude and methods. Experimental teaching plays an irreplaceable role in cultivating and improving students' comprehensive quality. The application of computer should be helpful to experimental teaching, but it can never replace experimental teaching.
In a word, multimedia technology is being used more and more inside and outside the classroom, and the changes in knowledge production and replication are affecting our cognitive style. Biology is a science that studies life phenomena, which can only be explained by static pictures and pale words in textbooks, so that biology seems to have lost its vitality, but microscopic phenomena can't be seen, and abstract knowledge can't be understood because of the limitation of teaching conditions. The application of multimedia technology just fills this defect. The application of multimedia technology in biology teaching is more and more, and the technology is further improved and matured. It makes biological knowledge suddenly interesting, draws the distance between biology and students, attracts students' attention, and integrates knowledge, entertainment and novelty. However, the application of multimedia technology and the improvement of biology teaching quality is not a simple causal relationship. We should also pay attention to the study of curriculum system, teaching methods and lecture art. Only according to the needs of subject teaching can we learn from each other, improve teaching quality and promote teaching reform. For every teacher, it is a long and arduous task to flexibly apply multimedia technology to biology teaching.