With the continuous development and popularization of information technology, multimedia-assisted teaching has become a fashion. A piece of chalk, a ruler, a book... This traditional classroom teaching method has been impacted. Next, combined with my own teaching practice, I will talk about how to innovatively use multimedia in primary school Chinese teaching, so as to make primary school Chinese classes interesting, effective and informative.

1. Intuitive display, innovative literacy and writing

The "Compulsory Education Chinese Curriculum Standards" points out in the first stage of school: You must like to learn Chinese characters and have the desire to take the initiative to read; master Learn the basic strokes of Chinese characters and commonly used radicals, be able to write with a hard pen according to the stroke order, and pay attention to the frame structure; initially feel the physical beauty of Chinese characters.

Based on the Chinese curriculum standards, we use multimedia to innovate literacy.

When teaching the word "木", pictures are presented on multimedia to allow students to intuitively feel that "捺" and "捺" are like beautiful little skirts. Thus, a jingle is presented in multimedia: Smooth and stretched like a skirt. This kind of memory method just stimulates students' desire to take the initiative to read and write.

When teaching the text "Frog Selling in the Mud", the word "selling" is a word that is required to be written in this lesson. Multimedia courseware is used to show the following pictures to students. In ancient times, when people were selling things, they would insert woven straw on the items, as shown in the picture: the straw is like a cross. Later, in the process of making characters, it evolved into the word "selling", which is The origin of the word "selling".

Finally, multimedia is used to display the dynamic process of writing, allowing students to carefully observe the structure, stroke order, stroke start, stroke, size, etc.

Multimedia can also be used to effectively classify words describing the environment, words with post-nasal sounds, and words with flat and raised tongues to improve learning efficiency.

2. Create situations and stimulate interest

In order to allow students to get deeper into the plot of the story, we set up situations many times in the classroom to stimulate students' interest in reading.

When teaching the text "The Frog Selling in the Mud", we set up situations many times.

Scenario 1: Use multimedia to present lively scenes on the street and create an atmosphere of selling mud: This morning, the little frog came to the city. He saw people coming and going on the street, vehicles flowing continuously, and shops There were many signs at the door, so I wanted to make a sign like this one, which said: Mud ponds for sale.

Look, his sign is ready and erected next to the mud pond.

Scenario 2: Use multimedia to play soft music to create a relaxing atmosphere: With your help, the little frog finally hibernated peacefully. Little frogs, close your eyes and sleep gently for a while. As the days pass, Miss Chun comes to the world with light steps. The spring rain is rustling and the spring breeze is blowing softly. (Show many green grasses on the blackboard or on multimedia) Little frogs, wake up, wake up. Let us awaken the dormant seeds together. When the children close their eyes and hibernate with the little frog, and wake up again, they will find the changes in the mud pond and see the green grass, and their hearts will be full of surprises.

"Beijing Succeeded", the first volume of the second-grade Chinese language in primary school, is an article describing the successful bid for the Olympic Games and praising the great motherland. The use of projection and sound to create situations can stimulate students' interest and curiosity, which is conducive to cultivating students' self-study understanding ability and allowing students to feel the exciting scenes depicted in the text.

When teaching this text, we first use sound to create a situation and bring students into the atmosphere described in the text. The cheers and shouts from the speakers shocked the young hearts of the students. Then use projection to create scenes and enhance intuitiveness. During the teaching process, projections were used to show the reactions of various regions across the country to the successful bid for the Olympic Games. Such reactions summarized people's love and pride for the motherland and cultivated students' thinking ability. Make students understand the text deeply and remember it clearly.

3. Use videos to delve deeper into text

Pictures and videos can often bring us profound feelings. In view of the key points and difficulties of the text, we can use pictures and videos to let students talk about their feelings, so as to further experience the beauty of language and words.

When teaching the fifth-grade strategy teaching unit "The Harmony of Generals and Prime Ministers", there was a classic clip "Meeting in Mianchi" and a classic scene "Lin Xiangru asked King Qin to attack Bu". In order to let students deeply feel Lin Xiangru's determination to protect He Shibi, I used multimedia to let students follow me through the long river of history to take a look at Lin Xiangru at that time. From the video, I went deep into the language and text to read, and further felt Lin Xiangru's death and death.

After class, students rushed to ask me about the source of this video, so I recommended "The Rise of the Qin Empire" to the children.

4. Increase speed and implement strategies

The second unit of the fifth grade textbook compiled by the primary school Chinese Department is the strategy unit. The Chinese elements of this unit are ways to learn to improve reading speed. .

When teaching the two texts "Building Stones" and "The Harmony of Generals", use multimedia to set timers, continuously improve students' reading speed through primary challenges, intermediate challenges and advanced challenges, and use The multimedia courseware recommends students to read the entire book.

If the teacher just uses a stopwatch, it is difficult to monitor the time each student spends reading. But if multimedia is used to present time, all students can actively record the time they spend reading. This method has also been well received by teachers.

5. Reading to music and creating atmosphere

Music is a wonderful existence. It can cultivate people's sentiments, arouse people's excitement, and create an immersive atmosphere. Atmosphere.

When teaching the sixth-grade text "Poor People", we used multimedia to select intense music and paired it with the sound of rough waves to allow students to read the howling cold wind and turbulent waves in such a situation. , read the roar of the waves, the roar of the wind, and the heartbeat. In this way, in the sound of music, the sound of waves, and the sound of reading, I can feel the harsh environment.

Then we suddenly switched to warm music in the fierce music, and used multimedia to present the illustrations in the article, accompanied by an affectionate monologue in the soft music: Sanna opened the patched The tent, looking lovingly at the sleeping child, the soft light shining on Sanna's face is particularly moving, allowing us to see the light of hope in the poor, and letting us feel the beauty of kind and pure humanity.

When teaching the fifth-grade text "Young China", we used multimedia music to read it aloud in unison. We believe that the shocking momentum will leave an indelible mark in the hearts of every child.

When teaching "The Harmony of Generals and Prime Ministers", we used multimedia music to read aloud to experience the character of Lin Xiangru.

"Lin Xiangru paid attention to King Qin's love for the wall and knew that he did not want to smash the wall, so he said angrily (for girls) ---

Lin Xiangru faced The words of tiger and wolf are righteous, so he said angrily (read by boys)---

What a Lin Xiangru for the Zhao State, fearless and not afraid of rape. Let us read together- --"

This kind of progressive reading method goes straight into people's hearts, and the characters' images also appear vividly on the paper.

6. Set up hyperlinks to highlight subjectivity

We strive to hand over the classroom to students so that students’ learning can truly take place in the classroom. In order to achieve a real classroom, we use multimedia to set main questions in each class, allowing students to divide into groups to find sentences, grasp words, and talk about their feelings. And using the form of hyperlinks, our courseware will go wherever students talk.

For example: In the fifth grade text "Building Stones", we set the main question and use hyperlinks to let students find the most impressive picture. In the text "The Harmony of Generals and Prime Ministers", set the main question and use hyperlinks to let students find sentences describing Lin Xiangru's words and deeds. In the text "Hunter Hailibu", set the main question and use hyperlinks to let students find sentences describing Hailibu. Give full play to the subjectivity of students.

In this kind of classroom, the teacher follows the students, rather than the students following the teacher, so that students' learning can truly happen in the classroom.

7. Different kind of evaluation, motivation to move forward

In the information age, our evaluation methods have also changed accordingly.

1. Use multimedia to set up a random roll call device in the classroom to focus students' attention.

2. Use multimedia to set up "little red envelopes" for students to receive rewards.

Such various evaluation methods stimulate students' interest in learning. I think this is the charm of multimedia.

8. Resource expansion and mutual connection

In today's information age, traditional classrooms can no longer meet the needs of students. We can use multimedia to collect a large amount of information and select it. Integration, thus echoing, complementing and promoting the Chinese teaching materials in the class, achieving the expansion of resources. For example, when teaching a certain text, you can select the same topic and the same type of articles to be recommended to students through multimedia, so that students can read in a class or in a group.

How interesting that multimedia teaching can unify teaching evaluation. Multimedia teaching can give full play to students' subjectivity, how effective it is! Multimedia teaching can make text teaching lifelike, how informative!

8. "Disadvantages" of multimedia teaching

There have also been misunderstandings in multimedia teaching. The most typical one is "as long as it is courseware, it is advanced." Many times, our Chinese classes no longer focus on language training, but are replaced by colorful multimedia courseware. However, the excessive use of sound and image information in the classroom not only squeezes out students' time for reading, but also interferes with students' image thinking due to the overly intuitive visual impact.

I remember an open class in our school. A very excellent Chinese teacher gave an oral communication class, "Where is Spring". As soon as the PPT was played, the lower grade students cheered. They were all shocked by the singing birds, the rustling rain, and the dancing willow trees in the PPT. This oral communication class was conducted happily under the leadership of the teacher. The atmosphere was also very lively, and the students were also listening to the teacher's music. Look for the spring given by the teacher under the picture. It seems that this lesson was very successful.

When the teacher finished the course evaluation, a teacher said that the courseware you produced was good. Everyone agreed and only talked about the courseware. At that time, I was very shocked. I was shocked that they did not comment on the students' learning effect or the teacher's teaching effect, but they were attracted by the courseware. I think the children must also be attracted, but spring, spring, although the children They are very young but are still 7 years old. They should have their own spring in their eyes. Why not let the students talk about the spring in their own eyes? If the teacher does not give students pictures, will the students not be able to answer? We cannot use multimedia to replace students' thinking. Maybe we can't imagine the spring in students' eyes. Learning Chinese is to experience life. It is more important to have books and live and observe? Obviously some pictures cannot be used, as they will preconceptions and imprison students' thinking!

In short, it can be seen through examples that multimedia has indeed made up for many shortcomings of traditional teaching and brought new vitality to teaching. This requires every teacher to improve their multimedia teaching capabilities and make full use of the school's multimedia equipment, while inheriting the essence of traditional teaching, complementing their advantages, and cultivating creative and exploratory talents for the society. We must choose the most appropriate media based on the characteristics of teaching materials, students, and multimedia.