First of all, using multimedia can stimulate higher interest.
Some people say, "Interest is the best teacher". As a teacher, the first task is to make your students like the subject you teach. Chinese, as a highly humanistic discipline, is even more so. Because driven by strong interest, students will be able to concentrate on their studies and the efficiency of learning knowledge will be greatly improved. To maintain students' strong interest in learning, we must create intuitive, vivid and interesting learning situations for students. Compared with the simple language narration in traditional teaching, the colorful, melodious and vivid videos, audio, pictures and animations displayed by multimedia can undoubtedly mobilize and stimulate their initiative and enthusiasm. The authenticity, image and interest of the situation it creates are incomparable with other media and means.
(1) Music creates an atmosphere. When studying Su Dongpo's Niannujiao Red Cliff Nostalgia, because this poem is a poet's expression of nostalgia on the ancient battlefield of Red Cliff, and he compares himself with Zhou Yu in the Three Kingdoms, so I played the theme song of the Romance of the Three Kingdoms in the courseware, creating an atmosphere of historical vicissitudes, bringing students to the Three Kingdoms era, and adding some edited pictures to the film, which completely let students blend into Su with the music.
When I was studying Sun Li's The Story of the Dead, I chose a video of Ten Years of Life and Death in the River recited by CCTV's Meridian Liuzhu, which immediately mobilized the students' emotions and made them integrate into the feelings of mourning for the dead.
(2) Pictures create an atmosphere. When learning the text "Autumn in the Old Capital", I showed the students pictures of autumn scenery in the lead-in part of the courseware, which created an autumn atmosphere and intuitively infected the students. When I was studying Ode to the Mountains and Rivers of the Motherland, Two Groups of Pictures and Het Achterhuis, I chose a large number of pictures to give my classmates a direct visual experience and let them realize the beauty of the mountains and rivers of the motherland, the heaviness of history and the cruelty of the Nazis. ...
Creating an atmosphere is not limited to music and pictures, but also includes movies and audio. It can learn students' vision, hearing, touch, smell, feeling and so on. From various angles, we can also use various means to create an environment suitable for the theme of the article, so that students can feel immersive and receive ideal teaching results. For example, when I was teaching Sunset, I played a video of the Japanese army signing the surrender book on the Missouri 1945, which made the students feel the breath of history and the joy of people at that time.
Second, multimedia-assisted teaching can effectively increase classroom density and improve the efficiency of unit time.
As we all know, the knowledge capacity displayed by multimedia in unit time is incomparable to traditional education and teaching. Through multimedia technology, the channels of classroom information transmission are increased, the capacity of information transmission per unit time is improved, and the classroom density is increased, which can fully display the teaching content, highlight the key points and break through the difficulties. Because the use of multimedia blackboard writing does not need to be written more, the topics do not need to be repeated, and with the help of intuitive images, some contents do not need to be long-winded, so that students can know what they have mastered as much as possible, so that students can maximize their knowledge and enrich their knowledge warehouse.
Especially in the review class of senior three, we should pay more attention to the use of multimedia. For example, I am fully aware of this by writing "Imitating Sentence Patterns" for students. I first introduce the requirements and types of parody to students, then show some common parody forms to students one by one with examples, and then classify the problems so that students can do their homework in class and use the physical projector to give feedback in class, so that teachers can grasp the students' acceptance and know fairly well. In the future teaching, we can train them in a targeted way to avoid the phenomenon of blind operation and one size fits all. Of course, such as poetry appreciation, classical Chinese translation, sick sentences, etc., multimedia can be used to reduce the burden on teachers and students and improve the efficiency of classroom review.
Third, the use of multimedia can better mobilize enthusiasm.
Suhomlinski pointed out: if teachers don't try their best to make students feel high and excited, they are eager to impart knowledge, and emotional mental work will bring fatigue. Therefore, he asked teachers to stimulate students' emotional areas, and asked students to make discoveries when learning and using knowledge, so that students could feel their progress when they made such discoveries.
However, traditional teaching only pays attention to the instillation of knowledge, relying only on the teacher's mouth and pen. Often, the teacher is thirsty, the students are at a loss, and the teaching methods are monotonous. Students are prone to fatigue and boredom in the process of learning, and their interest in learning will naturally be affected. Especially now, in the new curriculum of senior one and senior two, there are more literary works with strong humanity. At this time, the teaching effect may not be very good if the teacher simply preaches. Last year, I listened to Professor Xiong Fangfang's "One's Experience", and she spoke it very well. She edited the film, and then added the content of the article, so that students can better understand the article and more vividly understand sokolov's experience and inner world. Because the situation provided by multimedia is vivid and real, it can arouse students' interest, arouse their imagination, help mobilize students to actively explore and learn, and make them really become the main body of learning.
However, introducing advanced technology into classroom teaching does not mean that we should give up traditional teaching. It is necessary to understand that both have their own advantages and disadvantages, and they should complement each other in the process of use.
In the process of teaching and attending classes, I also found that many teachers only pay attention to the use of multimedia, while ignoring the role of "teachers" and "texts" in Chinese teaching.
1, some multimedia courseware is too fancy. The application of multimedia teaching means helps to create vivid teaching situations, enhance teaching intuition, guide students into the state, and thus improve classroom teaching efficiency. But in life, we have teachers who blindly pursue novelty and excitement, cater to students' freshness, exaggerate and distort illustrations, insert pictures where they should not be illustrated, or insert pictures unrelated to the teaching content, just to embellish the picture and achieve the so-called beautification effect; The music played in class is not strictly selected, which is not in harmony with the teaching content. This will inevitably lead to students' distraction and bring negative effects to classroom teaching. Some teachers have made too many slides. Although using multimedia can increase the capacity of the classroom, there is a limit. If you can't attend class, you will flash one after another, which is monotonous.
2. In fact, many contents do not need to enter the courseware, such as teaching objectives, new words and related explanations, which can be completed while being familiar with the text; Some cultural common sense and literary common sense that need supplementary introduction and explanation should be concise and clear at a glance, which is convenient for students to take notes. Don't blindly put large-capacity text materials on the screen to make them look dense. However, when teachers give lectures, they often read them only once because of the limitation of the class schedule. Students are still struggling with the identification and judgment of effective information to be captured, and there is no time to take notes. In this case, the teacher's concise explanation can leave a deep impression on the students.
3. Some courseware concentrates a lot of sound and image information and makes full use of it in the classroom, but students spend less and less time reading in the classroom, and the reading sound is getting thinner and thinner. You know, we can't ignore the role of dialogue between students and texts. Many non-Chinese teachers will say after listening to Chinese classes: Chinese classes are getting less and less like Chinese classes now. This should be the most pertinent evaluation for those teachers who only pay attention to the integration of various information in multimedia courseware and lack of reading aloud, which can best reflect the characteristics of Chinese teaching. For multimedia-assisted teaching, a modern teaching method, we should try our best to find the combination of it and traditional teaching methods, and really give play to its modern characteristics, so as to get twice the result with half the effort. Also, our Chinese teacher can't find audio-visual reading aloud in class, and ignores the teacher's model essay reading. Teachers are the closest people to students in class, so we must give full play to our role as role models and let students return to textbooks.
If Chinese classroom teaching is a blooming bud, then multimedia teaching is a green leaf on the icing on the cake. Only when the two complement each other can the quality of Chinese teaching be improved. We educators should make the new Chinese classroom more colorful and let the multimedia teaching of Chinese reflect colorful light.
So I should pay attention to the following points when using multimedia teaching: (1) Don't use it too many times and for too long in classroom teaching. As the saying goes, "there are not many soldiers, but they are good." Therefore, the selection of materials should be timely, appropriate and moderate, and should not be excessive. (2) Don't overemphasize the role of multimedia in teaching and make it stylized. It is believed that the teacher is the operator of a machine, and any advanced teaching method is controlled by human operation and is in an auxiliary position. The teacher's explanation is the soul of past, present and future teaching, and no teaching method can replace it.
We have reason to believe that with the development of science and technology, our Chinese teaching will have a more prosperous and beautiful tomorrow.
Main bibliography:
1, On the Features and Functions of Multimedia Courseware Li Yongqian
2, "Several Misunderstandings of Multimedia Assisted Teaching" Li Guoqiang
3. Talking about the principles of making classroom teaching courseware: Zhao Jian Zhi and Zhou Chunlei