Abstract: With the rapid development of information technology, multimedia teaching and network teaching are paid more and more attention and advocated by higher vocational colleges. Computer screen video technology plays an important role in multimedia teaching and network teaching because of its simple production and low cost. Through the analysis of computer screen video software and screen video courseware, this paper expounds its application in mathematics teaching.

Paper Keywords: screen video technology; Auxiliary teaching; Mathematics teaching; App application

I. Introduction

With the continuous development of computer network and multimedia technology, multimedia teaching has been paid attention to and advocated by the education department, and most schools in China are increasingly applying multimedia technology to classroom teaching. ? Multimedia teaching? That is, teachers use a variety of teaching media technologies to implement teaching with the help of advanced teaching equipment such as computers, slide projectors, booths, videos, radio, movies and electronic whiteboards. Computer screen video recording technology plays an important role in multimedia teaching construction because of its simple production and low cost. This paper discusses the application of computer screen video technology in mathematics teaching.

Second, the screen video technology overview

Computer screen recording technology refers to the technology of realizing real-time video acquisition by using VFW(Video for Windows) library function and DirectShow technology provided by Microsoft. Screen video recording software is the software that uses this technology to realize real-time video acquisition and post-production of computer screens. Computer screen video production system refers to the software and hardware system with screen video software as the core. The computer screen video production system can conveniently record the mouse movement track and sound capture on the screen, network teaching courseware, network TV, network movies, video chat and other software operation processes into files in various video formats such as FLASH, WMV, AVI or EXE animation.

1. Introduction of common computer screen video recording software.

At present, the screen video software on the market mainly includes TechSmith Camtasia Studio, Adobe Captivate, screen video experts and so on. Camtasia Studio is a professional screen recording tool of TechSmith Company. The recording operation is relatively simple. It supports recording PowerPoint, and can record screen actions in various color modes, including mouse movement trajectory, sound effects, interpretation sounds and images. It can output eight file formats such as WMV, AVI, GIF, RM and MP4, and has powerful editing functions, including adding annotation information, special effects transition animation and various mouse styles. Very suitable for making teaching courseware and MP4. Camtasia Studio's biggest advantages are clear images and good sound reproduction effect, but the generated files are large. AdobeCaptivate is a professional interactive demonstration production software, which can automatically record the operation process of the whole or designated area on the computer screen, add text and narration later, and generate animation files in various formats such as exe and swf. The advantages of Adobe Captivate are good interactivity and small amount of files generated. The screen cameraman can easily record the software operation process on the screen such as teaching courseware, online movies, online TV and chat videos into FLASH animation, AVI animation, ASF animation or automatic EXE animation. Its biggest advantage is that it can automatically generate the playing file in EXE format without depending on the player.

2. Comparison between screen video courseware and other commonly used teaching courseware.

With the rapid development of computer, multimedia technology has been widely used in teaching, and many media softwares have been paid attention to, and courseware made by these softwares has been widely used. Among them, Microsoft Office PowerPoint is the most widely used in auxiliary teaching, and its advantage lies in bringing more vitality and visual impact to the presentation. However, due to the different characteristics of different disciplines, it is not ideal to use PowerPoint to make courseware, especially for advanced mathematics courses with strong logic and great difficulty in understanding, and it is even more impossible to intuitively show students the combination of lectures and exercises in the exercise process of examples and the answers to common questions. The courseware made by flash is relatively vivid, but the process of making Flash is very complicated, and sometimes it takes us a long time and energy to make a desired effect. Screen video courseware refers to the video courseware that contains teacher's blackboard writing records, teaching voice information, presented teaching materials and teaching process information, and is mainly made by screen video software. Compared with PPT courseware and Flash courseware, on-screen video courseware is convenient to make and low in cost, which can not only save a lot of time, but also realize the combination of lecture and practice in the practice of examples, and intuitively show students the solutions to common problems, which will achieve twice the result with half the effort.

Third, the important role of screen video technology in mathematics teaching

Using computer screen video recording technology, teachers can use computer screen as teaching blackboard and mouse as pointer, which meets the requirements of teaching process. This feature can make screen video technology play a very important role in auxiliary teaching and network teaching, which is conducive to improving teaching quality, promoting students' learning and building teaching resources. On the basis of screen video recording technology, this teaching method is a programmed teaching method with five-minute teaching video as the basic unit, including question and answer, review before teaching, discussion and interaction during teaching and individual counseling after teaching. Screen video technology can play a role in all aspects of teaching, which is conducive to improving teaching quality, extending teaching outside the classroom and expanding teaching space.

1. Making teaching videos by screen recording technology.

Five-minute teaching video is to use screen video technology to make 2 ~ 7 minutes of screen video courseware. Different from other video courseware, the five-minute teaching video emphasizes the importance of time length for teaching, and about five minutes is a more suitable time length. If it is too long, students are easily distracted. If it is too short, it will lead to insufficient explanation of knowledge points or too fast teaching pace, which will affect the teaching effect.

Five-minute teaching video puts forward new requirements for classroom teaching design: teachers should divide the teaching content of each class of advanced mathematics into teaching units of about 5 minutes according to knowledge points, and each unit should be made into a teaching video. The selection and sequencing of knowledge points is the fine processing of teaching content, and how to teach a knowledge point well in five minutes is a more difficult fine processing, which requires teachers to analyze students' initial ability, learning characteristics, learning objectives, learning environment and so on.

2. Screen video technology plays an important role in all aspects of mathematics teaching.

At present, students in higher vocational colleges have a weak mathematical foundation, and the teaching classes are diversified, including science students, liberal arts students and secondary vocational counterparts. Students' levels are complex, and if teaching is conducted indiscriminately, the teaching effect is not ideal. Screen video technology can run through every link before, during and after class, adapt to the development of society, and gradually become a very important auxiliary teaching means for teachers. Before class: In view of the poor math foundation of some students, teachers can make a five-minute teaching video of the difficult elementary math knowledge involved in each class, and post it on personal space or QQ group and other network platforms to facilitate students to download and review; You can make a preview guide for each class to guide students to learn. In class: teachers can make five-minute teaching videos of the key points, difficulties, mathematical thinking methods and mathematical culture in each class, and insert them into PPT courseware, which can be played many times to reduce teachers' work pressure and teaching burden; Every five minutes, students have the opportunity to ask questions to the teacher, which increases the interaction between teachers and students, and the scope of questions is limited to the current knowledge points, which not only facilitates the control of the interaction time, but also improves the pertinence of questions. After class: With the improvement of classroom efficiency brought by multimedia technology, teachers' teaching speed is often faster than ordinary blackboard writing, which often causes students' thinking and notes to lag behind the teacher's explanation speed, especially for courses with strong logic such as advanced mathematics. Teachers can use five-minute teaching videos to provide students with key points and difficulties, which is convenient for students to review. Students can also be given individual counseling, which is not limited by time and space.

3. Change students' learning style and promote students' learning.

Traditional teaching is mechanical teaching by teachers, and students learn passively, which leads to students' lack of interest in learning. Different from the traditional teaching methods, screen video recording technology can greatly change students' learning time, learning place, learning content and learning form, and provide students with a free choice mechanism, that is, students can download the required content through QQ, WeChat, email or personal space and study anytime and anywhere, which effectively utilizes students' spare time; Screenshot software has editing function, teachers can add dubbing and notes when recording, which means that some interesting questions or interesting tasks can be added to the screenshot video, which can fully mobilize students' enthusiasm, activate the classroom atmosphere, promote the teaching atmosphere, give full play to students' active inquiry ability and greatly improve students' interest in learning.

4. It is beneficial to the construction of teaching resource database.

Both schools and courses attach great importance to the construction and improvement of their own teaching resources. Traditional teaching resources are mainly made by teachers using some complicated software at ordinary times, which requires teachers to have a fairly high technical level and spend a lot of time, manpower and material resources in the process of making. If you use screen video recording technology, you can easily avoid the defects of traditional database building methods. First of all, from its operation, screen recording technology is simple and practical, and mastering its methods and processes is a very simple process, with no high technology. Secondly, various types of files can be generated, which is convenient for transmission and can also improve the appreciation of resources. Therefore, screen video technology can play an important role in the construction of teaching resource database.

Screen video technology plays an important role in mathematics teaching. It has changed the traditional teaching mode and learning mode, broken the limitation of time and space, improved students' autonomy in learning, effectively utilized students' spare time and expanded the teaching space. The application prospect of screen video technology is more and more broad, and it is a wise choice to introduce screen video technology into teaching. How to further explore the maximum effect of screen video recording technology, or how to apply multimedia computer technology as popular as screen video recording technology to all aspects of mathematics teaching in higher vocational colleges needs our continuous exploration in the follow-up research.

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