Advantages of Multimedia Teaching in Higher Mathematics Teaching
1. can intuitively show the dynamics of variables in higher mathematics.
In the teaching of advanced mathematics, some contents are abstract, and it is difficult for students to understand with traditional teaching methods. If we use multimedia technology, we can create a teaching environment combining static and dynamic, vividly show the relationship between variables and geometric space in higher mathematics, and let students better break through difficulties and grasp key points in unit time, so as to master relevant knowledge. For example, the concept of limit involves the problem of "changing trend". Traditional teaching can only be described in the teacher's language, and students can understand it through imagination. Due to individual differences, some students will not fully understand. The use of multimedia can dynamically show the changing trend, which is very helpful for students to establish spatial imagination and is also convenient for students to understand.
2. Cultivate students' learning style of attaching importance to and devoting themselves to solving problems.
For a long time, advanced mathematics has been presented to students in the teaching mode of "concept+theorem+example", which is not conducive to improving students' ability to analyze and solve practical problems. The application of multimedia makes it easier for mathematical experiments and mathematical modeling to enter the teaching of advanced mathematics. For example, teachers give pre-generated or designed problems in production and scientific research practice, let students discuss and use the advanced mathematics knowledge they have learned to establish mathematical models, and finally use computers and related mathematical software to carry out experiments or numerical calculations. In solving problems, students not only learn and review mathematics knowledge, cultivate their interest in learning mathematics, but also exercise their ability to analyze and solve problems.
3. It can increase the teaching information.
Less class hours and more teaching contents have always been a difficult problem in higher mathematics teaching. Multimedia teaching has the advantages of being intuitive, vivid and informative, and many unimaginable problems become easy in multimedia teaching. For example, drawing two-dimensional curves and three-dimensional surfaces of functions is time-consuming and inaccurate on the blackboard, and it is easier to draw with teaching software.
Problems in Multimedia Teaching in Higher Mathematics Teaching
1. Replacing students' thinking with courseware affects the cultivation of students' thinking ability.
Advanced mathematics is an abstract subject. In traditional teaching, teachers leave space for students to recall, think, understand and imagine through appropriate blackboard writing, thus cultivating students' thinking ability. However, in multimedia-assisted teaching, teachers become computer operators. According to the courseware designed in advance, input the teaching content into the computer, design the teaching link as sequence structure, and project what you want to express and can express on the display. Students can only passively accept according to the teacher's ideas, and there is not enough thinking time, thus limiting the development of students' thinking.
2. Improper courseware design affects students' attention.
The ultimate goal of multimedia-assisted teaching is to optimize classroom teaching and achieve teaching objectives better. But in actual teaching, some teachers design animations, sounds, pictures and so on. Those that have nothing to do with the teaching content in pursuit of aesthetics and interfere with students' attention.
3. Improper teaching organization affects the interaction between teachers and students.
In traditional teaching, teachers convey teaching information to students through vivid language and body language such as expressions and gestures. At the same time, students' facial expressions can give timely feedback to teachers about their mastery of classroom knowledge, and teachers can adjust the teaching progress and content in time according to students' classroom feedback, and discuss with teachers and students to complete a class together. However, in the process of computer-aided teaching, many teachers just look down at the mouse and have no time to take care of students' reactions, let alone interact with students, which greatly reduces the teaching effect.
4. There is too much information in class, which affects students' taking notes.
After the multimedia teaching method is adopted in advanced mathematics, the progress of advanced mathematics teaching is obviously faster than before because of the increase of information in teaching courseware. When teachers analyze examples and demonstrate exercises, the time left for students to think is shorter than before, and the speed of students' note-taking is bound to lag behind the rhythm of teaching courseware, which will affect students' note-taking and bring difficulties to review after class.
Problems and Countermeasures of Multimedia Teaching in Higher Mathematics Teaching
1. Multimedia teaching and traditional teaching methods should be organically combined.
Because of the learning characteristics of mathematics content, there are quite a lot of calculation processes in mathematics. As far as computational thinking and step deduction are concerned, the traditional teaching method has its indelible classroom teaching effect. Therefore, the use of multimedia courseware in mathematics teaching can not completely replace the dominant position of teachers in teaching. It should be organically combined with traditional teaching methods. According to the actual needs of teaching content, we should take the advantages of multimedia courseware teaching and traditional teaching methods and discard their shortcomings, so as to better combine computer demonstration with blackboard explanation and make the reform of teaching methods more effective.
2. Teachers should pay special attention to emotional communication with students.
Computers can do complex work instead of people. Reasonable use of computer-aided teaching can improve teaching methods and achieve good teaching results. However, computers cannot replace the emotional communication between teachers and students. The reason why face-to-face teaching can get better learning effect than that of self-study by books alone lies in the emotional communication between teachers and students. Therefore, in the process of using multimedia technology in teaching, teachers should pay special attention to the embodiment of their own morality, quality and personality, and try to narrow the distance with students.
3. Pay attention to the coordination between courseware capacity and teaching content and difficulty.
One of the advantages of multimedia is that it can save class hours, enrich teaching content and increase classroom capacity. However, some teachers blindly strive for perfection, and even some knowledge far exceeds students' cognitive ability and acceptance ability, which increases the burden on students and violates the laws of education and teaching. In teaching, we should master the capacity and difficulty of courseware according to students' existing knowledge and experience, cognitive structure and actual level, and leave the time saved for students to think, discuss and study, and teachers to give targeted guidance and answer questions to individual students, so as to better improve the classroom teaching effect.
4. Do a good job in selecting topics
The teaching content of advanced mathematics is not suitable for multimedia teaching in every class, so it is particularly important to determine which part to choose for multimedia teaching. For example, the difficulty in the teaching content of "finding the area of curved trapezoid" is how to concretize the abstract limit idea of infinite interval division. This problem can't be demonstrated on the blackboard, but the division number of the interval can be multiplied by the microcomputer program to demonstrate the process that the area of the small rectangle is getting closer to the area limit of the small curved trapezoid, and finally the area of the curved trapezoid can be printed with subtitles. Through dynamic demonstration, the abstract content is truly and vividly simulated, which makes up for the deficiency of conventional teaching. Therefore, proper topic selection and proper use of multimedia teaching will help to change the single classroom teaching mode, stimulate students' curiosity, and make the abstract mathematics teaching process lively and easy to accept.
5. Pay attention to students' cognitive development and thinking process.
When making and using advanced mathematics courseware, teachers must pay attention to the time for students to think, and avoid playing the whole article first and then explaining the film, otherwise students will be distracted and will not take the initiative to think because they see the conclusion. Therefore, when using multimedia teaching, teachers should synchronize the speed of explaining and playing courseware with students' thinking, and at the same time adjust the teaching progress according to students' feedback on teaching at any time.