Abstract: The development of modern educational technology has reformed traditional educational concepts, educational structure, educational content, educational methods, educational methods, and educational forms. Multimedia courseware has entered the classroom, bringing modern educational technology to a new stage. Today, with the rapid development of the information society, multimedia courseware is fully used in high school physics teaching, which can stimulate students ’interest in learning, render the teaching atmosphere, and construct specific teaching situations. More importantly, it can effectively break through the difficulties of teaching and improve students’ abilities. Received a multiplier effect. That is to say, if it is both visible and audible, and it can also be operated by hand, the amount of information obtained through such multiple sensory stimuli is much stronger than that of a single teacher. The other is an experiment on the persistence of knowledge memory. The results show that people can generally remember 10% of what they read, 20% of what they hear, 30% of what they see, and 50% of what they hear and see. 70% of what I said during the communication. This means that if students can both hear and see, and then express it in their own language through discussion and communication, knowledge retention will be much better than traditional teaching. The application of multimedia courseware teaching can effectively stimulate students' interest in learning and make students have a strong desire to learn, thus forming a motivation for learning, actively participating in the teaching process, and increasing the amount of classroom information, students are easy to accept, in a pleasant atmosphere, interactive discussion I have mastered the key points and difficulties of teaching, and the teaching effect is quite obvious. Fish Hook Remover,Easy Fish Hook Remover,Fish Hook Remover Tool,Saltwater Fishing Gear Yangjiang Gold Source Industrial Co., Ltd. , https://www.xinbigo.com
Keywords: Multimedia, Physics Teaching. Application
Former Minister of Education Chen Zhili pointed out at the National Conference on Information Technology Education of Primary and Secondary Schools: From 2001, the Ministry of Education basically used 5 to 10 years to popularize information technology education in primary and secondary schools across the country, and fully implemented the "School to School" project. Drive modernization of education with informatization, and strive to achieve leapfrog development of basic education. The core of education informatization is how to make our schools make full use of information technology, reform our classroom education model, reform our teaching process, reform our education model, and promote the modernization of education.
The computer system can intuitively display numbers, pictures, etc., and provide students with a specific and sensible image, so as to mobilize the students' various senses, especially the colorful pictures that appear on the screen, can push the student's aesthetic experience to a climax. So as to enable students to enter active learning, active thinking, and exploration of knowledge. Thereby generating unlimited enthusiasm and motivation for learning. From the perspective of modern teaching reform, it can promote true "education equality", transform students from passive listeners and receivers to actively participating learning subjects, improve students' information awareness, and cultivate stronger access to information , The ability to process information, multimedia technology introduces macro, micro, extremely fast and extremely slow physical processes that cannot be demonstrated in classroom experiment classrooms, breaking through the constraints of time and space. Realistic simulation, flexible enlargement or reduction of the scene, vividly and vividly present these processes in front of the students, play the role of turning the intangible to the tangible, abstracting into the image, changing the thinking mode, reducing the difficulty of thinking, and strengthening the students ’understanding , With a thorough understanding, its role is mainly reflected in the following aspects:
1. The application of multimedia courseware can give full play to the main role of students
Promoting subjective education is a practical need for socialist modernization and an international trend in education reform. The process of subjective education is the process of independent learning and independent activities of students under the guidance of teachers. According to the perspective of cognitive learning theory, students must give full play to their initiative and enthusiasm in order for students to gain effective cognition.
In the traditional classroom teaching process, teachers impart knowledge and skills to students. From the teaching content, strategies, methods, steps, and even the exercises that students do, they are arranged in advance by the teacher. Students can only passively participate in this process. This method is mainly based on the teacher's subjective consciousness, and the students are completely in a passive position.
The multimedia courseware can combine the audio-visual integration function of the TV with the interactive function of the computer to produce a new graphic and colorful human-computer interaction method, and can provide immediate feedback. In this interactive learning environment, students can choose what they want to learn according to their learning foundation and interests, choose exercises that suit their level, or choose different teaching modes (such as individual teaching mode or negotiation mode) Come to learn, this interactive way is of great significance to the teaching process. The status and role of teachers are mainly reflected in the training of students to master the methods of information processing tools and the ability to analyze and solve problems, and have transformed the traditional teacher-centered and classroom-centered education methods.
Suhomlinski pointed out that teaching should enable students to discover surprises, pride, satisfaction of curiosity and joy of creation, etc., so that students can learn and think with high and excited emotions To make teaching a dynamic and passionate activity. The application of multimedia courseware can give full play to the cognitive role of students and achieve the above requirements.
Second, the application of multimedia courseware teaching can improve the learning effect and training ability in many directions
Experimental psychologist Suritra has done two famous psychological experiments: one is about the source of information obtained by human beings. He has confirmed through a large number of experiments that 83% of the information obtained by humans comes from vision, 11% from hearing, and 3.5% from Smell, 1.5% comes from touch, 1% comes from taste.
At the same time, use the functions of computers and networks to create situations that introduce concepts, create situations that derive laws, create problem scenarios that can be gradually deepened, create problem scenarios that enable students to externalize what they have learned, and guide students in the set physics Actively explore and discover in problem scenarios, fully display relevant physical scenarios in student-student-teacher-student discussions and consultations, and through comparison and identification, analysis and judgment, transform existing physical picture or establish The new physical situation, thus completing the construction of the meaning of the knowledge learned in the place, allows students to actively participate in exploration and research, especially the ideal tool for students to realize the thought training that combines intuitive thinking, image thinking and logical thinking. Therefore, the application of multimedia technology in classroom teaching is an aid to classroom teaching, helping teachers to complete the "create scenarios, stimuli, ask questions, establish pictures, guide discussions, and add finishing touches" to excellent teaching, and teach according to "focus on ability" The basic idea of ​​multimedia courseware is not only conducive to the transfer of knowledge, but more importantly, it is used to create situations for capacity development, which is mainly reflected in the following four aspects:
1. Use courseware to create physical scenarios and cultivate students' intuitive thinking ability
For example, the cyclotron is an experimental device that produces a large amount of high-energy particles in the laboratory. The high school physics textbook describes its working principle in the form of text and illustrations, because it is static, relatively abstract, boring, and not easy to be accepted by students. Use geometric sketchpad or flash to make courseware and create a scenario in which students can observe the time correspondence between the periodically changing electric field change and particle movement. The teacher only asks why there is such a correspondence, and the excitation is lost. The enthusiasm of students' thinking, so as to truly establish the concept of "synchronization" of particle rotation and escaping electric field. The suggestion and understanding of this concept is not the result of logical reasoning, but it is achieved through careful and repeated observation of physical scenarios and active thinking, which is "enlightened" by the students themselves and is an intuition.
2. Use multimedia courseware to show the physical process and cultivate students' image thinking ability
The production of courseware can provide rich and vivid practical scenarios for classroom teaching. It can expose complex physical processes (various factors are changing), allowing students to understand dynamic physical processes through observation, association and imagination. Establish a corresponding process picture, so that on the one hand, students can use their original knowledge structure and experience to assimilate and adapt to the current knowledge, so as to realize the construction of knowledge; on the other hand, they can cultivate in this process. Students 'image thinking ability is more conducive to students' inspiration and insight.
For example, during the vibration of a vertical spring vibrator, not only the kinematics (such as displacement, velocity, acceleration) change, but also the dynamics (the external force received by the vibrator, the spring force, the supporting force received by the vibrator, etc.) also change, and also Along with the change of vibrator kinetic energy and elastic potential energy, students do not know where to start in the complex process of change. They use geometric drawing boards to design courseware. These quantities will be directly reflected and find out when the warning line coincides with the free length position. Supported is zero. This situation will stimulate students' desire to explore further, and understand that the wooden block is in the critical state of being separated from the wooden block at this time.
3. Use multimedia courseware to analyze the picture and cultivate students' logical thinking ability
For example, in the teaching of "Generation of alternating current", if the three elements of alternating current (maximum value, frequency, initial phase) are designed with animation, you can ask questions in advance: when the number of coil turns, magnetic induction, area of ​​rectangular coil, and rotation frequency What happens to the maximum value when it changes? Students can imagine that after drawing their own conclusions, teachers begin to demonstrate, verify, and ask further questions. Why does this happen? How does the sine image change? This kind of graphic graphics inspires students' interest, and applies the learned knowledge and the existing picture to perform analogy and deductive reasoning, and use mathematical formulas and logic language to express it.
4. Create dynamic and changing images to cultivate students' dialectical thinking ability
Things always change in motion. The change of things is divided into quantitative change and qualitative change, where qualitative change is abrupt, and quantitative change has a process, and things are qualitatively unchanged in the process of quantitative change. Therefore, it is an important method to grasp the essence of things to find the part that remains unchanged in the change.
For example, when explaining the "common-point force balance" problem, three scenarios can be created: 1: a small ball sandwiched between a smooth slope and a rotatable wooden board. When the wooden board rotates, the supporting force of the bevel on the small ball and the wooden board Changes in pressure. 2: When the smooth inclined surface moves slowly to the left, the support force of the small ball suspended on the vertical rope and the change of the pulling force of the thin rope change. 3: One end of the string is tied to a small ball. How will the support force of the ball and the pulling force of the string change. After analyzing and judging the students' conclusions, not only did they get three graphical methods of dynamic balance of common forces, and conditions of use, but more importantly, they discovered the dynamic balance of objects under the action of three common forces, or the size of the resultant force The direction remains the same, and the direction of a component force remains the same: or the direction of the resultant force remains the same and the object-bearing triangle is similar to the structural triangle, and the ratio of the corresponding sides remains unchanged. This is exactly the invariance of the geometric relationship in physical changes.
The idea of ​​invariance in change and seeking invariance in change is an important manifestation of dialectical thinking in physics, and it is also the soul of physics. Throughout physics, it uses geometric sketchpads or other teaching software to show dynamic pictures and help students Step by step in the process of exploring the essence and seeking truth