Junior high school history textbooks focus on interest, focusing on the process knowledge of historical figures, and have low requirements for theoretical analysis. Its establishment conforms to the physiological and psychological characteristics of junior middle school students who attach importance to intuitive feelings and lack logical analysis ability. Therefore, the use of teacher-led visual multimedia teaching in junior high school history class conforms to the characteristics of junior high school history textbooks and the psychological and physiological characteristics of junior high school students, which is scientific. Multimedia teaching, which integrates words, sounds, images, animations and movies, conforms to the scientific use of the human brain. Science has proved that there is a division of labor between the left and right hemispheres of the human brain. Multimedia teaching can combine the functions of the two hemispheres of the brain to participate in information processing, stimulate the two hemispheres of the brain at the same time, and speed up the frequency of thinking communication. Compared with the traditional narrative method, it is more scientific, can give full play to the function of the brain and promote the improvement of learning efficiency. The role of history is to learn from and enlighten, not to remember trivial events, and students are not bookcases full of knowledge. In traditional teaching, teachers are often tired of imparting basic knowledge in textbooks and pay less attention to the combination of history and reality. Multimedia teaching has the characteristics of large capacity, tight rhythm and vivid image, which creates conditions for teachers to flexibly teach, combine history with reality, cultivate students' innovative thinking and exploration spirit, and internalize and transfer knowledge. Students are no longer bookcases, but have changed from "passive" to "active" and become the masters of learning. By studying history, they can taste life, think about reality and predict the future, and form their own outlook on life and values.
Second, intuitive and vivid?
Multimedia teaching can display cultural relics pictures, documents, historical maps, historical phenomena simulation animations, historical documentaries and other information. , make the unrepeatable historical phenomenon vividly displayed in front of students again, visualize abstract content, simplify difficult things, and enrich the image of the tablet in three dimensions. For example, when I was talking about the historical tide of the reunification of the motherland, I made a chart with multimedia, using two video clips of the return of Hong Kong and Macao and five photos of cross-strait exchanges in science and technology, sports, literature and art, commerce and humanities. Through accurate, true, intuitive and vivid "reading", the distance between time and space is shortened, the abstract content is visualized, and students can see people, things and smells in their study. It attracts students' attention, stimulates students' interest in learning history, arouses students' emotions, arouses students' desire to explore, greatly optimizes teaching objectives and improves classroom teaching efficiency.
? Third, rich and interesting.
Students' attention is the key to the quality of classroom teaching. History is a colorful, lively and interesting subject. However, the traditional single, rigid receptive learning is easy to make students get bored and lose interest in the original interesting history subject. Multimedia demonstration teaching, which integrates words, sounds, graphics, animation and images, can integrate colorful historical figures, pictures, news reports, knowledge contests, entertainment activities, listening to lectures and watching movies into the history classroom. For example, when telling the story of declaring war on a stranger with human nature, I let students enjoy the recitation of The Divine Comedy and the fragments of Hamlet through multimedia, and display The Last Supper on the big screen. While mobilizing students' intentional attention, they can also mobilize students' unintentional attention based on direct interest, thus improving learning efficiency.
? Fourth, the situation?
Carefully created historical situations can stimulate most students' interest in learning and enthusiasm for knowledge, guide them into the hall of knowledge, enable them to cross the gap between time and space, stimulate their emotions, and naturally accept and form historical impressions from their hearts. In the past, it was a bit pale and monotonous to create historical scenes only by teachers' language teaching. Nowadays, multimedia demonstration teaching can reproduce historical scenes with pictures, sounds and feelings, which is very intuitive, giving students an immersive feeling, more inner experience and feelings, and more conducive to the integration of image and thinking. For example, when talking about the rise of the national anti-Japanese war, I first showed a documentary about the Lugouqiao incident to let students know the plot of the surprise attack carefully planned by the Japanese army and the spirit of the soldiers of the 29th Army who stood up to defend the motherland. Then I showed several video clips of the Nanjing Massacre to let students enjoy the painful scene of China people being ravaged by the Japanese army. In just a few minutes, the students' patriotic complex and the sacred sense of mission and responsibility to defend the country were suddenly aroused. Many students also expressed their views on today's Sino-Japanese relations. Through this period of study, students' thoughts have been baptized, their hearts have been touched, and "teaching" and "culture" have been organically combined into a whole.
? 5. Strong dynamics?
Changing things can attract people's attention and catch people's attention From the perspective of human vision, traditional teaching is static, which is not conducive to mobilizing human organs to serve learning, while multimedia demonstration teaching has a strong dynamic nature. Through setting, Flash animation, film and television and other means, static is changed into dynamic, and people's audio-visual organs are mobilized to serve learning. For example, when I was talking about The Charm of the Liberator, I used animation to present "triangle trade" in front of students, so that students could see the inhuman behavior of the slave trade and experience its cruelty and barbarism. This kind of simulation makes teachers waste less time, and students can learn knowledge with great interest, which improves the teaching effect.
? 6. Tight rhythm and large capacity?
Due to the limitation of class hours, teachers often fall into writing on the blackboard, describing people and things that students can't see and explaining concepts that students can't understand. As a result, they only completed the teaching of basic knowledge, not to mention the cultivation of students' ability. For example, "Towards socialist modernization" is a complicated course. Using multimedia to prepare blackboard writing, legal materials, images, movies, music and other information in advance not only saves the time of blackboard writing, but also presents the people, events and concepts that teachers have tried their best to describe and explain in an intuitive and simplified way, which greatly saves teaching time, increases knowledge capacity and speeds up classroom teaching.
? Seven, the art of beauty?
Multimedia teaching is an organic combination of education, technology and art, and well-designed blackboard writing is a lever to help students pry open the door of wisdom. However, due to the limitation of teachers' font, time and blackboard, traditional teaching is all scribbling, which affects the teaching effect. Multimedia demonstration teaching shows blackboard writing carefully prepared in advance. The font is beautiful and moderate, and different colors and layouts can be used as needed. This eye-catching, beautiful, vivid and reasonable blackboard writing can make students form visual pleasure, enjoy beauty, help students remember and learn. At the same time, exquisite pictures and elegant music interspersed in teaching can also cultivate students' sentiment.
Multimedia teaching is adopted by more and more history teachers because of its unique function that can not be ignored, but it will go astray if you don't pay attention to it in the process of use. Therefore, some wrong tendencies should be avoided in actual teaching.
First of all, we should avoid one-sided pursuit of means and information technology, ignoring the tendency of teaching methods and teacher-student interaction in the teaching process.
Multimedia history courseware is vivid, illustrated and pleasing to the ear, which can stimulate students' senses to a certain extent and greatly improve the classroom teaching effect. Therefore, many teachers repeatedly use multimedia in class, ignoring their own chalk and a mouth, ignoring teachers' own resources, especially language, including spoken language, written language and body language, which can stimulate students' very important humanistic strength. In this way, there is a strange phenomenon in class: both teachers and students try to stare at the screen in front of them with their eyes open, and the teacher just wants to talk and support them. Generally, they just repeat the content on the screen, slightly better, and then related content. Worst of all, the existence of teachers becomes redundant because of the existence of big screens. If you start work, just click the mouse, and besides, the hand seems to be redundant! In this way, the teacher's own role is hidden, and this teaching process is no longer the teacher's guidance, but the master of the machine. There is less interaction between teachers and students and more intuitive stimulation. The advantages of the original teaching process are gradually lost with the overuse of multimedia, and the stimulation of multimedia itself is gradually numb, so the learning effect is naturally greatly reduced. Therefore, in the classroom, the teacher is still an indispensable subject, and multimedia can only play an auxiliary role in the classroom teaching process. It exists to enhance the role of teachers and strengthen the interaction between teachers and students, not to weaken or replace the role of teachers and make students blindly accept it.
Secondly, we should avoid the tendency of simply pursuing intuitive and dynamic images and ignoring the characteristics of subject content in the production of history courseware and online teaching.
The intuition and vividness of history courseware and online teaching are its characteristics, but many teachers unilaterally pursue the vividness and vividness of courseware in the process of making courseware, and rarely think about what role this vividness and vividness will play in classroom teaching. In fact, the one-sided pursuit of vividness and image tends to distract students' attention and make them shift from the classroom center to the image with vivid pictures and changeable voices, thus weakening the classroom teaching purpose of imparting knowledge and cultivating students' ability, not to mention the all-round development of students. The courseware made by some teachers is colorful, dynamic and extending in all directions, which really attracts students. However, it is easy to pretend to be the host, and the teaching purpose, knowledge system and laws of the history course itself are not fully reflected, and the characteristics and charm of the history discipline itself are not reflected, so that students can't experience the fun of historical thinking and feel the influence of historical emotions. In a popular saying, it is "amateur watching the excitement". How much did the students remember and understand after the excitement? I'm afraid the teacher is not sure himself. Therefore, any practice that is divorced from the teaching practice and unilaterally pursues vivid images of courseware needs to be corrected urgently.
Finally, in the process of integrating information technology with middle school history curriculum, we should avoid the tendency of collecting too much knowledge from students and ignoring the feedback of information quality.
As far as history is concerned, it is a serious social discipline with inherent laws and theories. Through study, students should master the basic historical facts and form a certain theoretical understanding and thinking ability. From the perspective of educational psychology, there is a limit to the knowledge and ability that a normal person can contact and understand in 45 minutes. We should make full use of this restriction and not exceed it. Using information technology, we can obtain a lot of knowledge and information conveniently and quickly. It is the rapidity of knowledge transfer that makes it easy for us to blindly increase the capacity of knowledge when using information technology, regardless of the cultivation of different students' understanding and ability, and does not give students room for thinking and association. As a result, students accepted too much information, resulting in "collapse". Moreover, at present, there are countless historical films, materials and pictures, which are mixed and difficult to distinguish between true and false. If you don't carefully select materials and list them blindly, it is easy to mislead students, and you will get twice the result with half the effort. These situations should be avoided as much as possible. ?
In a word, the application of multimedia in history teaching is a "double-edged sword", which has both advantages and disadvantages. We should foster strengths and avoid weaknesses, and let the ancient history discipline glow with new vitality with the help of advanced technology.