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Xing Yaogang Wuchuan Junior High School, Baiyin District, Baiyin City, Gansu Province Baiyin, Gansu 730900
1. The advantages of multimedia technology in physics classroom teaching
1. Stimulate students 'multiple senses and stimulate students' enthusiasm for learning physics
Multimedia courseware can organically combine text, graphics, images, etc. to reflect objective things with vivid and vivid images, and present teaching content. This not only meets the needs of students ’audio-visual sense, but also stimulates students’ hearing and vision to stimulate students ’ Learning enthusiasm. The visual characteristics of physics teaching make it necessary to have a certain intuitive feeling in the teaching process to satisfy the students' visual and auditory senses. For example, in the course of teaching "Gravity", the elegant figure of a skydiver is displayed through multimedia, the water of the Yangtze River is flowing eastward, and the astronauts are walking in space in difficulty, and then ask why the athletes are falling and what force makes the river water The flow of non-stop, why astronauts are so difficult to walk in space, guide them to observe and think about the content of the screen, inspire students to think, induce learning motivation, enhance learning initiative, and improve learning efficiency. This enriches the teaching content, stimulates students' interest in learning, and the teaching effect can be improved accordingly.
2. Reasonable use of simulation experiments to turn abstract and fuzzy theories into concrete and intuitive images
In the teaching of physics, some experiments that are not easy to observe, dangerous, impossible or unconditional are realized. Multimedia teaching methods and multimedia simulation experiments are used to simulate and demonstrate, allowing students to gain perceptual knowledge of physical phenomena and observe physics through observation and operation. Reasonable inquiry into the law will enable students to deepen their understanding of the knowledge they have learned. For example, to explore the imaging laws of convex lenses, the structure of atoms, and the movement of molecules. Existing conditions cannot be realized in the classroom or are not easy to observe. We use Flash multimedia courseware to simulate these experiments to make the physical phenomena that are not easy to observe vivid and vivid. These physical phenomena have an intuitive understanding and deepen the understanding of the knowledge learned.
3. Intuitive images show classroom teaching, students rise from perceptual knowledge to rational height
There are many abstract physics laws in physics classroom teaching. Students must form perceptions and gain knowledge through perception in the learning process. Junior high school students have strong perceptual knowledge and insufficient spatial imagination ability and abstract ability, so it is difficult to understand physics concepts. Traditional teaching methods can only be bluntly explained using methods such as "qualitative", "quantitative" and "modeling". Teachers are difficult to teach, students are difficult to learn, and the result is less effective. Appropriate use of multimedia technology means can display the images of facts and phenomena that students cannot directly perceive, so as to enrich students' perceptual knowledge, make students abstractly summarize these perceptual materials, and increase from perceptual knowledge to rational knowledge. So as to better improve the quality of teaching. For example, when exploring the diffusion phenomenon, because the molecular motion is a microscopic phenomenon, the explanation of the diffusion phenomenon is always a little far-fetched, but the courseware can be used to show this microscopic physical process well, with different colored balls representing different Molecules, let them enter each other's molecular gaps, the students' perceptual understanding is enhanced, and the laws of physics are logically summarized.
4. Increase classroom teaching capacity and optimize physics classroom teaching
The teaching of physics under the new curriculum concept requires inquiry-based teaching as the main mode, and through active inquiry, master the physics knowledge learned actively. Students need to spend a lot of time in the inquiry. For the disclosure of some complex physical laws and the application of physics knowledge, students often have no way to start, which must require an increase in classroom capacity. The traditional teaching methods are mainly teachers speaking and students listening, and teachers are the main teachers in the classroom. The way students learn is relatively simple, and their interest in learning is not strong. Students receive knowledge passively and the amount of information in the classroom is very small. If the multimedia technology is used for teaching reasonably, the teaching capacity can be increased and the physics classroom teaching can be optimized. For example, in the "leverage" lesson of teaching, multimedia technology is used to display a large number of pictures, and Flash animations are produced and video materials are played at the same time. At the same time, teachers give necessary explanations, which not only expands the students' horizons, but also optimizes the teaching of physics classrooms. Certainly active.
Second, the thinking of multimedia technology in physics classroom teaching
1. Multimedia technology can simulate physical experiments, but cannot completely replace experiments
Physics is a natural science based on experiments. Experiments play an important role in physics. Its intuitiveness and authenticity are not fully reflected in multimedia courseware. It is also a standard for testing the principles and laws of physics. It is irreplaceable. Although the multimedia simulation experiment is realistic, it still lacks a sense of reality, so it is extremely unfavorable for the multimedia simulation experiment to completely replace the physical experiment for the students' thinking optimization and the cultivation of hands-on operation ability. In multimedia teaching, we mainly use multimedia to simulate those experiments that are not easy to observe, dangerous, impossible or unconditional to achieve, and for those experiments that can be completed within a limited time and under existing conditions, we should let students as much as possible. Participate in the operation and observe it in person, so that students can obtain first-hand information and intuitive real feelings, so that students can form a perceptual understanding of physical phenomena and physical laws, which is essential for learning physics. Therefore, physics experiments have an irreplaceable role in physics teaching, and some physics teachers use some video experiments or experimental simulation software to replace the physics experiments, which is convenient for teachers to do by themselves and avoids easy appearance during the experiment. The accident has ensured the success of the experiment, at the same time, the visibility in the classroom is also strong, and the effect of the experiment is also good, but the feeling to the students is the lack of authenticity and credibility. Therefore, experiments that should be done in the physics class should be done by hand. Do n’t rely too much on the computer. Only experiments that we cannot complete can be simulated using the computer.
2. Avoid misuse of teaching courseware and reduce classroom teaching efficiency
The rich and colorful audio-visual effects of multimedia can enhance the intuitiveness and vividness of teaching. In the design and use of classrooms, the excessive use of images, music, animations, etc. that are not directly related to the teaching content in teaching courseware will only allow students to put more Unintentional attention is placed on the wonderful pictures and sweet music, and I cannot concentrate on the teaching content contained in these pictures and music, that is, the so-called "just look at the lively, not the doorway", the effect is often counterproductive. Therefore, when designing the courseware, it is necessary to appropriately select the multimedia effect according to the teaching content and the students' cognitive laws, and "weight loss" the courseware. Reasonably design teaching courseware to solve the key and difficult problems in teaching. If some teachers spend a lot of energy in order to take a good demonstration class, all kinds of multimedia such as TV, slides, DVDs, and projections are all moved up. On the surface, the classroom atmosphere is particularly active, students are strongly involved, and there are more elements of performance in the classroom. Various forms, pattern renovation. Although this is fancy but not practical, there is a suspicion of doing a show. This class is mainly for the performance of the judges, but has no practical significance for the students. After the performance of a class, do a survey. In fact, students do not understand the real knowledge, which can be described as half the effort. Therefore, the application of multimedia technology should be appropriate. Only the proper application of multimedia technology enables students to learn in a relaxed and pleasant atmosphere, and effectively achieve the three-dimensional goals in the classroom.
3. Do n’t overstate the role of multimedia technology and ignore the display of teachers ’basic skills
We affirm the impact of multimedia technology on traditional teaching methods. The use of multimedia technology to optimize the learning process and promote the implementation of quality education is the main goal of modern education. However, not all teaching content should use modern educational methods. Know that multimedia technology is only one. This kind of auxiliary teaching method, but its function cannot be exaggerated, nor can it be used to replace the creative work that teachers should have and the ability that students should develop. Some teachers use multimedia to teach classes, and write all the content to be taught on the courseware. There is no need for chalk and blackboards, and no need for blackboard writing. It is indeed more convenient, but it is important to know that multimedia courseware is a means of assisting classroom teaching and the leading role of teaching Fang is a teacher instead of courseware. The content does not have to be comprehensive, but must highlight the difficulties and difficulties. In addition, the teacher ’s blackboard writing is unique. It is a high-level summary of this lesson and the concentration of the essence can not be replaced by other means.
3. Conclusion
The purpose of teaching reform is to optimize the teaching process and improve the quality of teaching. In the context of the continuous development of modern educational technology, teachers should make reasonable positioning for the application of multimedia technology in classroom teaching, establish the concept that multimedia technology is a classroom teaching platform, and take multimedia technology as the Means, through teaching research, rational development and utilization of multimedia courseware, innovative teaching methods and teaching methods, promote the reform of teaching methods and the overall improvement of teaching level, better serve the teaching, and better adapt to the reform of the new curriculum.
references
[1] Shen Jianhong. On the application of multimedia courseware in physics classroom teaching [J]. China Education and Social Sciences, 2009, 7
[2] Wang Mingdong. How to use multimedia technology in middle school physics teaching [J]. Gansu Education, 2005, 10
[3] Cai Shufeng. On the misunderstanding of the application of multimedia in physics classroom teaching [J]. Research on Mathematical Physics and Chemistry Solving Problems, 2007, 12
[4] Wu Zheng. Research on new textbooks for middle school physics [M]. Beijing: Chemistry Education Research Studio Baijia Publishing House, 2002
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