4) Exaggerated the advantages of multimedia and lacked understanding of the essence of teaching.
Some teachers are too superstitious about multimedia in teaching, exaggerating the advantages of multimedia, but ignoring the essence.
The purpose of teaching is to let students learn knowledge and learn to learn.
However, some teachers exaggerate the advantages of multimedia in teaching, that is, using some lively courseware to attract students, but this is too
On the contrary, flashy distractions students' attention, which not only takes up class time, but also gives students the feeling that they are just browsing and have too much content, just watching the excitement, but feel that they have learned nothing.
What are the benefits of such classroom teaching for students? 2 Principles of using multimedia in high school history teaching History teachers must have principles when using multimedia to assist teaching.
Pay attention to the following principles to achieve satisfactory teaching results.
2. 1 moderation principle The so-called moderation principle means that when using multimedia-assisted teaching, it should be used selectively according to the actual situation of students and textbooks, and it should not be abused.
The use of any teaching means serves the purpose of teaching, and so does multimedia means.
In high school history teaching, some teachers constantly show students dynamic pictures or pictures for good classroom effect. The students are dazzled and the classroom seems to be bustling, but the students have no idea about the purpose of looking at these pictures. In fact, they have not learned anything at all.
This multimedia teaching has the opposite effect, which is not conducive to the improvement of students' quality.
Therefore, teachers must adhere to the principle of moderation when using multimedia, and use multimedia moderately without abuse.
2.2 The principle of timeliness The so-called principle of timeliness means that the use of multimedia should play a useful role, and it should be used in key points, connection points and integration points to better play the role of multimedia.
If teachers do not abuse multimedia in the original way, they will continue to use multimedia in the whole classroom, weakening its important role.
Therefore, in classroom teaching, history teachers should accurately grasp the appropriate exhibition opportunity.
Materials, proper use of multimedia, teaching with multimedia courseware at the key points of the problem, connecting the preceding with the following and inspiring thinking, and grasping the opportunity of information display can better enhance the teaching effect, better inspire students' thinking and improve their comprehensive ability.
2.3 The principle of appropriateness The so-called principle of appropriateness is to carefully select multimedia materials according to the teaching objectives and teaching contents, so as to conform to the teaching contents and students' reality and avoid improper application.
In specific teaching practice, teachers should decide whether to use multimedia according to teaching content and teaching methods. If cooperative inquiry is adopted, we should consider whether it is more conducive to mastering knowledge. If multimedia is suitable, it is necessary to choose suitable materials according to the teaching content, so that students can understand and master the teaching content.
At the same time, teachers should also consider whether to combine with other teaching methods to achieve better teaching results.
These are the embodiment of the principle of appropriateness, and teachers should choose carefully when preparing lessons.