Application and Reflection of Chinese Multimedia Teaching

In ordinary daily life, many people have had the experience of writing papers and are familiar with them. With the help of papers, we can discuss problems and conduct academic research. I believe many people will find it difficult to write a paper. The following are my collected papers on the application and reflection of Chinese multimedia teaching. Welcome to share.

abstract:

Chinese multimedia teaching is a necessary supplement to traditional blackboard writing teaching, which has its unique advantages and many shortcomings. The author thinks that we should make corresponding choices according to the characteristics and specific conditions of Chinese subject to promote the in-depth development of Chinese teaching reform.

Key words:

Chinese; Multimedia teaching; Self-examination/introspection

In the vigorous reform of Chinese teaching, multimedia teaching is gradually entering the classroom with unparalleled advantages of other teaching methods, which has played a positive role in improving the quality of Chinese teaching and cultivating students' Chinese ability, showing a bright future of Chinese education reform.

However, in teaching practice, we also heard some strange voices: many teachers don't like this teaching method. Through investigation, it is found that there are indeed many problems in Chinese multimedia teaching in China at present. Is this a problem of multimedia teaching itself or a deviation in application?

Aiming at Chinese multimedia teaching, this paper deeply analyzes the advantages and disadvantages of multimedia application in Chinese teaching, trying to find innovation and breakthrough for Chinese multimedia teaching, so as to benefit the development of multimedia teaching.

First, the advantages of multimedia Chinese teaching

(A) the creation of teaching situations to stimulate students' interest in learning.

Traditional Chinese teaching in middle schools belongs to the level of Chinese knowledge, and teachers adopt a single teaching method of lip-ploughing, chalk and blackboard. Due to the all-encompassing characteristics of Chinese itself and the immaturity of students' cognitive psychology, there are often scenes where teachers are thirsty on the podium and students are not interested under the podium.

The emergence of multimedia technology can organically combine sound, image, text and video, change static into dynamic, boring into vivid, abstract into image, break the time and space limitation of classroom teaching and create a more lively teaching situation. In this way, the combination of intuitive image with association and imagination can better stimulate students' interest in learning, make them actively appreciate the artistic conception created in the works and grasp the connotation of the article quickly and correctly. For example, when teaching Listening to Tide, at the beginning of the class, we cut to a video of the high tide in the sea. Magnificent pictures and roaring tides can make students who have never seen the sea feel refreshed. For example, it is generally difficult for students to understand and grasp the ideological and artistic value of Lu Xun's works. If students are previewed when teaching blessing, some background knowledge will be put in the class, and three different portraits of Sister Xianglin will be displayed in the courseware with pictures. Through comparison, students can clearly see these changes, realize the heavy blow suffered by the characters, and understand the persecution of feudal ethics and superstitions.

(B) is conducive to optimizing teaching methods and improving teaching efficiency.

In the traditional Chinese class, it takes at least two classes to complete a text, and even a week for a longer and deeper class, but the teacher still finds it unclear and the students still find it difficult to understand. It is different to use multimedia in Chinese class. It breaks the time and space limit of 45 minutes in class, runs through ancient times and across China and foreign countries, saving a lot of time. And with the help of intuitive images, some contents don't need to be long, and students know fairly well. For example, the production of cloisonne is related to the production process of handicrafts. If only expressed in words, students can only have a rational understanding. However, once the production process of cloisonne is shown by multimedia, students can easily have a perceptual understanding, and teachers can also save a lot of unnecessary language explanations.

(3) It is conducive to developing thinking and cultivating students' innovative ability.

The new Chinese syllabus for senior high school clearly puts forward that Chinese teaching should pay attention to the cultivation of innovative spirit and creative thinking. But how to cultivate the spirit of innovation? Constructivism theory holds that learning is always associated with a certain social and cultural background, that is, "situation". Learning in the actual situation can enable learners to assimilate and index the new knowledge they are currently learning by using the relevant experience in the original cognitive institutions, thus giving new knowledge some meaning. In multimedia Chinese teaching, audio, video, pictures, texts and other teaching information can be organically combined to construct a specific teaching situation. Its rich expressive force can arouse students' infinite reverie, stimulate students' infinite association and imagination, so that their thinking is highly active, and generate sparks innovation, generating unprecedented thinking space and creative inspiration.

(D) is conducive to the realization of personalized teaching.

In traditional teaching, students' Chinese level varies greatly, but due to the limited time and energy of teachers, it is impossible to correct and coach each student within 45 minutes in class. Therefore, there is a contradiction between Chinese teaching and students' individualized needs. Now, the network and multimedia technology provide the possibility for students' personalized learning. Teachers use multimedia hypertext technology to organize and manage teaching information in a nonlinear way according to associative thinking, turn teaching content into a unit system and implement flexible teaching plans. Because these units can be adjusted and exchanged with each other, students can allocate time reasonably according to their own characteristics, make use of network resources, choose the most suitable development path, and realize real personalized teaching.

Second, the disadvantages of multimedia Chinese teaching

In recent years, with the rapid development of multimedia and network technology, it has created a vast world for the application of computers in the field of education. However, while multimedia courseware is widely used in teaching, some misunderstandings in multimedia teaching also arise. There has been a lot of discussion in this regard at present, so I won't repeat it here. This paper focuses on the limitations of multimedia technology in Chinese teaching:

(A) multimedia can not replace personalized Chinese teaching.

As we all know, Chinese teaching is not only a cognitive activity, but also an emotional activity. The characteristics of Chinese class require Chinese teachers to use beautiful language, to induce the beauty in the text through vivid and charming reading, to feel the rich emotions contained in the works, to create a beautiful atmosphere in the classroom with poetic passion, to infect students with the beauty they feel, and to collide with the sparks of the soul through the thinking interaction between teachers and students. And all this, multimedia courseware is difficult to replace. However, in most Chinese classes at present, due to the intervention of multimedia technology, Chinese teachers pay attention to the operation of multimedia and the demonstration of teaching content, while students pay attention to the multimedia demonstration screen. In such a multimedia-led classroom, both teachers and students have become "arrogant", and the humanized interpersonal emotional communication between teachers and students has been replaced by the cold "man-machine communication". Where can I talk about personalized Chinese teaching?

(2) The abuse and misuse of multimedia directly leads to the pallor of poetry in Chinese teaching.

In primary and secondary school teaching, mathematics, physics and chemistry belong to cognitive disciplines. Many times, the problem of cognitive discipline is certain and the result is unique. The main purpose of teachers' teaching is to make students understand and master knowledge. At this point, the use of multimedia technology can make the problem vivid and intuitive, highlight the key and difficult points, and get twice the result with half the effort.

But Chinese is different, and its richness and complexity are incomparable to other disciplines. As we all know, literary language is different from other languages, and it has the characteristics of implication, emotion, metaphor, symbolism, fuzziness and uncertainty. Therefore, it is difficult to convey the connotation of literary language by using multimedia visual images.

Imagine, in Zhu Ziqing's Spring, how to convey the feelings of "grass diving out of the earth" and "drilling" with intuitive videos? "The wind is quiet and the grass is soft." Which photographer can express the beauty of his words with pictures? Imagine, if Hamlet has only one image on the screen or in the picture, how can there be "a thousand Hamlet for a thousand readers"?

Therefore, in multimedia Chinese teaching, the charm of literary works is hard to be interpreted by the network or a courseware, and students' own understanding of language is also vivid images and music can never be replaced. Teachers should not rely too much on multimedia courseware with audio-visual function for teaching, but should let teachers and students learn and appreciate face to face, understand the standardization, accuracy and richness of language use, so as to cultivate a sense of language and improve students' reading ability and writing ability.

Third, get out of the confused choice.

With the development of multimedia, it is facing confusion. Does the application of multimedia in Chinese teaching outweigh the disadvantages or the disadvantages outweigh the advantages? How should I choose? First of all, the author thinks that we should abandon the extreme thinking mode of "either one or the other" and make practical and effective choices for different objects. Secondly, in order to make multimedia technology play a better role in Chinese teaching, the author suggests that the following principles and countermeasures can be followed when making and using multimedia courseware:

(1) principle

First, take teaching as the starting point. Teachers should aim at achieving good teaching results in teaching. Whether to use multimedia depends on whether it can promote students to better understand knowledge and whether it can help to activate students' thinking, that is, taking teaching as the starting point. If we do not proceed from reality and follow the fashion blindly, we will not only fail to give full play to the advantages of multimedia teaching, but will have the effect of gilding the lily.

Second, take students as the center. Does the application of multimedia technology in Chinese teaching promote teaching or learning? At present, people pay more attention to the teaching factors in multimedia Chinese teaching, that is, how to improve teachers' teaching quality through multimedia means. The author thinks that when using multimedia teaching, we should focus on helping students understand knowledge and improve learning effect, that is to say, we should take students as the center, for example, courseware making should be aimed at the acceptance and understanding of students at different levels; Courseware production should fully consider all the questions that students may ask; For example, it is necessary to provide most mainland students who have never seen the sea with some audio-visual images about the sea, but for students who grew up in the coastal areas and are used to the sea, playing these audio-visual images may have a negative impact, imprison their thoughts and inhibit their imagination.

Third, respect the characteristics and laws of Chinese subject. Chinese is different from mathematics, physics and other disciplines, and Chinese teaching is an emotional education. If there is no passionate and personalized voice of Chinese teacher in Chinese class. Then, such a Chinese class is bound to be boring. Where does the enthusiasm of students come from? Therefore, we must respect the characteristics and laws of Chinese subject and avoid abusing or improperly using multimedia technology. Otherwise, no matter how advanced the teaching method is, it can only wear new shoes and take the old road, or even lose the original fine tradition.

(2) Countermeasures

1, maintenance policy. In Chinese teaching, some problems can be clearly expressed in traditional forms such as language and writing. If we spend a lot of time and energy to collect and make video materials simply for the pursuit of more and more forms, it will definitely not be worth the candle. In addition, literary language is different from other languages, and it is sometimes difficult to convey the rich connotation of literary language by using multimedia visual images. In this case, we can't blindly pursue the modernization of teaching methods. On the contrary, it is the best choice to continue to adopt traditional teaching methods.

2. compromise strategy. Compared with many other teaching methods, multimedia teaching has unique advantages, but multimedia is not an all-round media, and not all teaching methods in all courses must be used or suitable. Therefore, we should treat multimedia as other kinds of media, study the organic combination of multimedia and other media, design, match and apply multimedia and other media reasonably in teaching, and jointly exert comprehensive benefits. In particular, we should choose Chinese teaching content suitable for multimedia characteristics, make multimedia teaching materials, use limited production in key places and use good steel in the cutting edge.

3. Give up the strategy. For some teaching contents that need to create scenes or update knowledge and supplement academic frontier content at any time in teaching, it is advisable to temporarily abandon the traditional teaching methods and create a new Chinese teaching environment by using network multimedia technology, so that students can really feel the attractive charm displayed by multimedia and network technology. Let Chinese teachers in the information age, according to the requirements of the new Chinese syllabus, "strive to master and apply modern educational technology, make full use of modern teaching equipment, and improve teaching quality and efficiency."

In a word, it is a wise choice for Chinese teaching to choose a teaching method that is in line with its own actual situation on the basis of fully analyzing the characteristics of Chinese subject and course content. We should not blindly compare with others, nor blindly believe in the so-called modern multimedia and network technology, because no matter what kind of teaching methods are adopted, there is only one purpose, that is, to improve the teaching quality and finally realize the teaching purpose of "improving students' correct understanding and application of Chinese language and characters" in the Chinese syllabus.