1.CAI courseware
Computer-aided instruction is a modern teaching method. The rise of CAI is the most representative product of the information revolution in the whole education field. With the gradual popularization and application of CAI, making multimedia courseware has become a technology that teachers must master. However, due to the characteristics of multimedia courseware itself, the particularity of its production process is determined. The courseware making process can be roughly divided into the following steps:
(1) Select the teaching theme and determine the teaching objectives. In the field of education, multimedia-assisted teaching can generally be implemented in any subject, but it is not necessary to use computer-assisted teaching for those teaching contents that can achieve the teaching objectives by conventional teaching methods, because that will only lead to a waste of manpower and financial resources; For those contents that are abstract and difficult to understand, difficult for teachers to describe in language, difficult to capture certain rules and need repeated practice by learners, it is necessary to implement computer-aided teaching if conditions permit. Generally speaking, the necessity and feasibility of computer-aided teaching should be determined according to the teaching content, the characteristics of learners and the teaching conditions.
At the same time, it is also necessary to analyze and determine the goals that can be achieved by project implementation, and to meet the requirements of teaching objectives. Pay special attention to the professional role of multimedia. According to the characteristics of teaching content, multimedia materials should be carefully designed and produced, and the comprehensive performance functions of pictures, words, sounds and images should be integrated to effectively mobilize and give play to students' enthusiasm and creativity in learning and improve learning efficiency.
(2) Studying the content of teaching materials, creating and designing script teaching materials is the basic basis of teaching and the blueprint of CAI courseware design. Only by grasping the content of teaching materials and deeply understanding the knowledge structure and content system of teaching materials can effective teaching be implemented. Therefore, after choosing a good topic, we should carefully analyze and study the teaching content, understand the key and difficult problems, and determine the content structure, expression form and teaching order of the courseware according to the teaching needs after teaching the teaching content.
Script design is an important link in making CAI courseware, which requires careful consideration and arrangement of teaching content selection, structural layout, audio-visual image expression, man-machine interface form, commentary writing, sound and music means. Its function is equivalent to a movie script.
(3) Collecting media materials and making courseware "Multimedia materials" are all kinds of auditory and visual materials used in multimedia courseware. That is, various elements used to express a certain idea in multimedia courseware, including graphics, animation, images, words, sounds and so on. Materials should be collected according to the needs of the script. Materials can be obtained in many ways, such as using a scanner to collect images, using animation software to generate animations, using a microphone to input voice, or from various multimedia materials CDs.
The core link of multimedia courseware is making and synthesizing. Its main task is to design the teaching process according to the requirements and intentions of the script, edit various multimedia materials, and make CAI courseware with strong interactivity, flexible operation and good audio-visual effect. This is a highly technical job. Fortunately, the operation and use of multimedia editing software is becoming easier and easier to learn, which provides a premise for teachers to make courseware by themselves.
(4) Courseware has been modified and debugged, and it has been used in classroom teaching for many times before it becomes mature. This is also a very important link and the last level to ensure the quality of courseware. If there are some problems, we should continue to modify them until we are satisfied.
In a word, the making of multimedia courseware is a hard creative process. Excellent courseware should be educational, scientific, artistic and technical, so as to maximize the potential of learners, strengthen teaching effect and improve teaching quality.
The use of 2.2. CAI courseware
The rational use of multimedia CAI courseware has fundamentally changed the expression of teaching content compared with traditional teaching methods. Computers not only have the functions of memory storage, high-speed operation, logical judgment and automatic operation, but also can organically integrate language, characters, sounds, graphics, animations, videos, images and other media, and make full use of the principles of contemporary cognitive psychology, so that students can obtain relevant information through various sensory organs, improve the efficiency of teaching information dissemination and enhance the enthusiasm, vividness and creativity of teaching. At the same time, due to the interactive interface and window operation of multimedia CAI, the human-computer interaction ability is greatly improved, and the learning situation can be tracked and fed back in time, thus realizing the two-way exchange of teaching information and personalized teaching.
According to the needs of teaching content, choose the most appropriate expression. For example, solving equations in math class, deducing physical formulas in physics class and so on. Using multimedia CAI teaching, it is better for teachers to explain while writing on the blackboard. However, for the formation and understanding of basic theory, the structure, working principle and control principle of instruments and equipment, multimedia CAI method has obvious advantages over traditional teaching methods and general audio-visual teaching methods.
In traditional teaching, teachers use perceptual heuristic language to impart knowledge to students, and affect the teaching effect with expressions, gestures and blackboard writing. , can adapt to the changes of students, urge students to learn, set an example, but the teaching information is not enough, and it is impossible to track and objectively evaluate the learning situation in time and effectively, and it is impossible to truly teach students in accordance with their aptitude and provide personalized counseling. Multimedia CAI courseware impacts students' thinking excitement with a lot of audio-visual information and high-tech expression means. Virtual reality technology, graphics, images and three-dimensional animation make the teaching content colorful and vivid, and make the situational learning theory and problem-assisted learning theory in cognitive theory fully reflected in teaching. Make students change passive learning into active learning and creative learning, and further improve the teaching quality and students' comprehensive quality. Therefore, only when various teaching methods learn from each other's strong points and use them in combination can the overall teaching efficiency be truly improved.
Second, multimedia teaching CD-ROM assisted teaching
Using the teaching CDs of educational experts and excellent teachers to assist teaching, it can be said that the teaching objectives and teaching design (even most of them) are completed by educational experts. This ensures the quality of classroom teaching to a great extent, and also reduces the difficulty of preparing lessons for teachers. In the classroom, teachers can pay more attention to the organization of teaching activities, the guidance of students' learning activities and the adjustment of classroom learning atmosphere.
In China, according to the actual situation of teachers and students in rural schools, there are many educational experts and excellent teachers who specially develop and produce teaching CDs for these teaching points. In order to give full play to the role of these teaching CDs and let students in rural areas enjoy high-quality teaching resources, rural teachers must first master the characteristics of CD-ROM teaching. Taking the CD-ROM of rural distance education in China as an example, this paper briefly explains the characteristics of CD-ROM teaching method. This CD-ROM is more suitable for small class teaching in rural areas. Small-class teaching CD-ROM covers all important teaching contents of various disciplines, abides by students' cognitive laws and contains important teaching links. While embodying the new curriculum standards, it emphasizes the mastery of basic knowledge and the training of basic skills.
In schools with a serious shortage of teachers and backward teacher training, teachers can help lectures by playing CDs, and students can complete classroom learning tasks with the help of teaching design and teaching process in teaching CDs.
In schools with relatively good number of teachers and teaching ability, teachers can take their own teaching design as the main line, make use of the high-quality teaching resources provided by teaching CDs, choose the right CD resources at the right time, create teaching scenes or organize student activities.
Thirdly, distance education based on network.
In distance education, although students' autonomous learning is emphasized, it does not mean that there is no teacher's participation, but the role of the teacher often changes. Generally speaking, it has changed from a "lecturer" on the podium to a designer and organizer of learning materials, a director of learning and an evaluator of learning process, and its process is still a teaching process. And when necessary, the teacher can still be a timely and non-real-time lecturer on the screen.
The interaction of various factors in the teaching process forms the teaching mode, and the network-based distance teaching mode is also a stable, systematic and theoretical teaching paradigm, which is interrelated and restricted by many factors in the teaching process under the network environment. There are four factors in the teaching process under the network environment: teachers, students, online teaching materials and online learning environment. With the support of the network, teaching can also be organized in three forms: individual, group, class (or even large group). Different from the traditional teaching process, the teaching process under the network environment has many distinct characteristics: ① Teachers and students are at the two ends of the network and are not in contact with each other, but teachers guide students through the network and students consult teachers or learning partners through the network; ② Online textbooks are also different from traditional printed textbooks. On the one hand, they are massive resources from the Internet; On the other hand, they can be multimedia interactive teaching materials such as online courses organized by teachers according to different teaching needs and placed on specific servers; The online learning environment has also become a virtual space, and students can get help from different people all over the world at any time. Students can also actively participate in online learning to a great extent, and can manage their own learning process independently. These characteristics are unique to the teaching process under the network environment, and also reflect the interaction between various factors in the teaching process under the network teaching environment, thus providing a way of thinking for the classification of existing distance teaching models.
Fourthly, distance autonomous learning in online virtual classroom.
Autonomy refers to the learner's self-control over the learning process. Distance learning should be a highly autonomous and independent learning, and learners should have a high sense of learning responsibility and self-control learning ability. Traditional teaching methods ignore students' autonomy. To a great extent, students are living people with subjective initiative and creative thinking.
Network virtual classroom teaching is essentially a new teaching method based on network environment, which allows students to learn independently. Under the network environment, teachers and students pay more attention to the learning process, guide students to find and ask questions, use the huge information resources of the network for open learning and collaborative learning, obtain information from different fields, levels and angles, and screen out effective available information to solve problems. The network provides students with a good learning environment and communication platform, and shows them an infinitely broad space for self-creativity. Illustrated and vivid, it can stimulate students' interest; A good interactive environment can stimulate students' enthusiasm for participation; Rich information resources can expand students' knowledge. Students can freely choose, search, analyze and understand knowledge in the space provided by teachers, and then discuss and communicate with classmates and teachers through the interaction of the network. In such an open and liberalized environment, students can be better stimulated to participate in autonomous learning.
1. Network provides an environment to stimulate students' interest in learning.
The network stimulates students' cerebral cortex, guides the excitement of the central nervous system, and concentrates students' attention with vivid and sensible images, pleasant sounds and beautiful and changeable colors, thus generating and improving students' interest in learning. For example, when studying the mystery of the moon, let students observe all kinds of pictures about the moon: the relationship between the moon and the earth, the general picture of the sun, the surface of the moon, and the human landing on the moon. These wonderful pictures quickly attracted students, so that students quickly entered the learning situation, their hearts became eager to explore, emotional contagion, emotional singing, so that students can concentrate freely and actively participate in learning.
2. The network provides an environment for students to explore independently.
Students' dominant position in the classroom is reflected in the following three aspects:
(1) Students who choose their own learning content click on relevant information on the Internet to learn independently, and teachers fully respect students' dominant position, join students' discussions in time, answer students' questions and give students the right to choose, which is an important method to cultivate students' independent learning.
(2) It is the students' own business to choose their own study partners. It is an important way to realize effective learning to let students choose their own learning and communication partners and inspire and explore each other. This way is conducive to the multi-directional transmission of information. In the process of participation, students experienced the joy of learning and learned something.
(3) Students who choose their own learning methods have different hobbies, knowledge reserves, understanding ability and experience background, and the traditional Chinese classroom teaching with unified schedule, requirements and teaching contents will inevitably lead to "high synchronization" of classroom teaching, which greatly restricts the development of students' personality. Some students like to study independently, while others like to find some partners to study together. Some students can consciously follow the required progress without the supervision of teachers, while some students need the guidance of teachers to successfully complete their learning tasks. Using network information technology, let students choose their own learning methods, and let the classroom truly realize the process of respecting students' individual differences and teaching students in accordance with their aptitude.
3. Highlight students' dominant position in the network environment.
In traditional teaching, group activities are rarely carried out, but under the network environment, developing colorful group activities is conducive to cultivating students' group awareness, group activity ability and competition and cooperation ability. They use the network to transmit various symbols such as sounds, characters and images, so as to achieve the purpose of transmitting information synchronously in a limited time, strengthen mutual communication and highlight students' dominant position.
Collaborative learning is an important learning method in online virtual classroom. In collaborative learning, with the help of others (including teachers and learning partners), learners can realize two-way interaction between students, make full use of necessary learning materials to give full play to their initiative and enthusiasm, construct meaning, obtain the essence, laws and internal relations of things, and emphasize learners' creativity, autonomy and interaction, which can fully reflect students' dominant position in learning activities.