First, proceed from reality and avoid pursuing superficiality and abusing it everywhere.
Although multimedia computer has the functions of multimedia and hypermedia, it is only a kind of media in the teaching process. But some teachers mistakenly think it is a kind of "all-round media". They don't look at multimedia computers from the perspective of media. The whole class, whether it is topics, examples, or words, words and sentences in the text, is completed by computer. After a class, there is no trace left on the blackboard. Computers have become another "textbook" for students to watch. We know that the function of multimedia depends on certain conditions. It does not mean that the use of multimedia in teaching will definitely improve teaching, let alone that the more multimedia is used, the better. We need to consider under what conditions and how to use it, instead of abusing it everywhere.
Since multimedia serves for classroom teaching, the quality of courseware should be reflected in its use effect. When using courseware, we must proceed from reality and pay attention to actual results. Using it in order to keep up with the fashion will lead to teaching mistakes. There is a teacher who only uses multimedia for five minutes in a class. However, almost all the teachers who have attended the class think that this is the most successful multimedia teaching class. It can be seen that the use of media is not only fine. For example, in a class of "Observing Objects", in order to develop students' spatial imagination, I first present several physical objects, and then slowly abstract them, so that students can imagine that they are the images that observers can see in the picture, and let students correctly establish their own spatial imagination through the process of physical object display and gradual abstraction. Therefore, the proper use of multimedia means also needs to drill through the teaching materials, find the best point of action, and aim at it to make the finishing point.
Second, stick to the key points of the textbook, avoid random statements, and pretend to be the host.
In the process of classroom teaching, multimedia can be used to visually present the perceived object image, stimulate students' multiple senses through sound, color and dynamic painting, continuously stimulate students' interest, make their attention more concentrated, stable and lasting, and make their thinking more active, thus achieving the expected teaching purpose. However, in many classroom practices, some courseware deviates from the teaching objectives more or less. For example, in a teaching class, a teacher wants students to calculate several carry addition problems, present a picture with formulas written in a maze, and then ask, "Can you calculate these problems?" Few students answered. The reason is that most students are attracted by the maze and don't see the formula at all. For another example, some courseware call a large number of audio-visual pictures when introducing background information related to teaching content. Some historical film clips, voice recordings of characters' speeches, pictures and written materials, etc. Appropriate quotation is necessary, but too many quotations will dilute the teaching theme. While losing no time to play the role of the media, we should also consider the best time to show the media and present it in the best way, so as to help students solve problems. You must not present it at will and usurp the role of the master.
Reasonable use of computer multimedia can effectively make up for the shortcomings of traditional teaching, turn abstract into concrete, fully display the contents that are difficult to understand or things that are difficult to observe with media, mobilize students' visual intuitive function, and create a good atmosphere for breaking through difficulties. In math class, math knowledge is abstract, which often makes students feel boring, while computers can make static math knowledge dynamic, stimulate students' interest in learning and deepen their understanding of math knowledge. For example, when teaching "Encounter Application Problem" in math class, the whole process of the encounter between two cars is shown by the visual dynamic demonstration of two cars starting from two places at the same time. After several demonstrations, the students were deeply impressed. Find out the relationship between speed and meeting time and distance. Another example is when the number of a pile of building blocks is "several" in primary school. Because children have a poor sense of space, it is difficult to count a few pieces. At this time, it is much easier for students to master the process of stacking and moving blocks by using multimedia. This makes the static knowledge become dynamic, and the dynamic picture is closely related to the students' thinking activities, thus giving play to the students' initiative in learning and developing their thinking ability and spatial imagination.
Third, elaborate decoration to avoid shoddy and aimless.
The use of multimedia is to create a happy atmosphere and stimulate students' imagination and creativity with the cooperation of sound, light, color and pictures. However, some courseware and video clips are not satisfactory, but affect the classroom effect. If there is a Chinese class, in order to show the beautiful scenery of spring, a gouache painting will jump out, which is hazy and fuzzy in color, which really spoils the scenery. It's best not to gild the lily. Some courseware, because they can't find suitable music when making, make do with finding a paragraph that doesn't match or even contradict the emotional tone of the text itself. If you ignore the emotional tone of the text and just "make up" the sound, it will not only help students accurately grasp the thoughts and feelings of the work, but will "harm people with sound". Therefore, in the production and use of multimedia courseware, we should modify and improve the existing resources on the Internet and serve the most useful part for teaching. Must not be shoddy, otherwise the effect will be counterproductive.
As an important teaching method, multimedia teaching is showing its advantages more and more. However, how to make good use of the media and give full play to its real auxiliary teaching function in order to better serve our teaching needs to be explored and studied.