This paper will summarize and reflect on some problems existing in the multimedia courseware made by teachers, so that multimedia courseware can become an effective teaching strategy used by math teachers in the classroom.
First, multimedia courseware can't replace blackboard writing. Multimedia courseware and blackboard writing should be combined with each other and complement each other.
Case 1: A teacher only wrote a topic on the blackboard when he started the open class "The Position Relationship between Circles", but didn't write any words on the blackboard by the end of this class.
In order to increase the density of classroom teaching, some teachers use multimedia courseware instead of blackboard writing, changing the past "indoctrination" teaching into "indoctrination" teaching using modern information technology (some people jokingly call it "electric irrigation"). There are two disadvantages: first, even if the teacher slows down the playback speed, it is difficult for students to write down the content of learning, and it is difficult to clarify the key points and difficulties of learning; Secondly, students' learning style is particularly passive. The more content teachers show and explain, the less time and space students have to think and internalize.
Multimedia courseware should not replace blackboard writing, but should be combined with blackboard writing to play their respective functions and serve students' learning and teachers' teaching. The function of blackboard writing is to remind students of the key and difficult points in classroom learning, and it is a simple and effective expression. After class, the students looked up at the blackboard. The content, relationship and knowledge system of this course should be fully reflected in the eyes of students. The function of multimedia courseware is a way for teachers to present text, pictures and other materials. The words and pictures presented by multimedia courseware should be a supplement and explanation to blackboard writing.
Second, when students watch multimedia courseware, the first demand is clarity and the second demand is beauty.
Case 2: When a teacher opened an open class "Judgment of Parallelogram (I)", he made PPt fancy, with Mickey Mouse, a big flower basket and a shining red star for a while.
When we are in class, we often find that some teachers often put some sparkling stars or animations in the corner of the picture to achieve a "good-looking" effect, but in class, many students' attention is often attracted by these small animations, thus affecting the achievement of teaching goals.
On the basis of clear handwriting, we strive to make exquisite multimedia courseware to enhance students' aesthetic feeling. Mathematics is a very beautiful science. As an important form of classroom teaching, multimedia courseware is an important environmental factor to create classroom atmosphere. The multimedia courseware is beautifully made and meets the aesthetic requirements of students. Students will be subtly influenced by beauty and enhance their feelings of beauty.
When making multimedia courseware, teachers should avoid two extremes: one is too monotonous; Second, it's too fancy. Too monotonous multimedia courseware can easily lead to visual fatigue, weaken the excitement of the brain and weaken the learning effect. Multimedia courseware is too fancy to distract people's attention, it is not easy to grasp the key points in class, and it is not conducive to breaking through the teaching difficulties, and the learning effect will also be attenuated. Therefore, when making multimedia courseware, teachers should select materials extensively and carefully, with illustrated contents, patchwork layout, harmonious colors, matching shapes and orderly presentation. The beauty of multimedia courseware is reflected in every multimedia courseware, and also in the careful and ingenious arrangement in the process of playing multimedia courseware. Beautiful multimedia courseware design makes math class more beautiful, and students feel relaxed and learn better in a beautiful environment.
Thirdly, presenting a lot of written materials in a multimedia courseware will make students feel psychological pressure, which is not conducive to activating their thinking.
In a multimedia courseware, if a large number of written materials are presented, the audience will have a visual fear. Because reading a lot of written materials will put pressure on people's vision. This kind of visual pressure can be transformed into psychological pressure, which will make readers have a kind of psychological resistance and show emotional irritability and "don't want to read". But in class, students have to study, and the reading effect of this kind of "crustily skin of head reading" can be imagined.
In this kind of reading, students must understand the material first, then they can think about the questions raised by the teacher, and then think about the relationship between the questions and the material. This kind of reading makes students enter the situation slowly, which is not conducive to activating students' thinking. This kind of reading also tends to slow down the pace of classroom learning and lead to a dull classroom atmosphere.
When using multimedia courseware to present a large number of words, the form is also relatively dull, which makes classroom teaching lose its vivid and interesting side and it is difficult to stimulate students' interest.
Therefore, for the content with a large number of words that must be presented, keywords can be used instead of a large number of words. The selection principle of keywords is: 1. It can explain the problem; 2. Can represent the development process of things; 3. It can stimulate students' thinking conflicts; 4. It can arouse students' great attention. In class, when the key words enter the students' eyes and the teacher's words enter the students' ears at the same time, the students can quickly enter the situation. At this time, the students' brains are not passively reading, but actively thinking. It can be seen that changing the presentation seems to be only a matter of teaching details, but it embodies the big idea of teaching-student-oriented, and the result will have an impact on students' learning methods and learning efficiency.
Fourthly, if teachers use multimedia courseware to present the teaching content in too much detail, it will not be conducive to creating suspense and stimulating students' enthusiasm for learning.
Teaching should keep suspense, create suspense, create contradictions and conflicts, create epiphany results, create unexpected mistakes, stimulate students' interest, stimulate students' desire for knowledge, make them eager to learn, be willing to learn, and improve the artistry of teaching. If the teacher presents the teaching content in too much detail with multimedia courseware, students don't have to think, but they can see it at a glance. How can there be suspense in teachers' teaching? Learning without thinking is useless, just like a glass of white water, tasteless; Learning after thinking is like a cup of green tea, which is full of fragrance.
Therefore, in order to make teaching suspenseful, teachers should not be too careful when making multimedia courseware, and should "leave blank". The purpose of "blank space" is: first, it is convenient for teachers to create suspense; The second is to leave time and space for students to think deeply; The third is to leave opportunities for students to participate. Five, teachers should arrange the content of multimedia courseware scientifically and reasonably, highlight the teaching focus, break through the teaching difficulties, and facilitate students to understand and master knowledge.
When preparing lessons, teachers should first make clear the key points of this lesson. Where is the difficulty? What are the contents that students are required to master? How to highlight key points and break through difficulties? On this basis, we can determine how to present, what to present and so on. The arrangement of content should be as concise as possible, the words expressed should be scientific and accurate, the content expressed should be able to highlight key points and break through difficulties, and the way of expression should be easy for students to understand and master.
To sum up, when math teachers use multimedia courseware in class, they can constantly reflect on and summarize the effective teaching strategies for making multimedia courseware according to the characteristics of their own school students and the situation of classroom teaching, and finally they can freely make multimedia courseware with their own teaching characteristics and personality.