Since entering the door of the information society, our knowledge has faced new challenges. On the one hand, the total amount of knowledge is growing at an explosive rate, old knowledge is quickly becoming obsolete, and new knowledge and new technologies are constantly being produced. On the other hand, the education method is outdated, and the traditional teacher-centered class teaching method has been difficult to meet modern The society's comprehensive demand for talent. Therefore, the information society urgently needs a new and efficient education system and form of education to create a large number of useful talents that meet the needs of the times.
"Education must face modernization, the world, and the future" is Comrade Deng Xiaoping's inscription for Beijing Jingshan School on October 1, 1983. Education facing modernization is an urgent issue. It requires us to update our educational concepts, adjust the educational structure, reasonably arrange the scale, speed, and layout of educational development, improve the teaching content and methods, use modern teaching methods, and establish and improve adaptation to socialism. The education system needed for modernization.
1. What is modern educational technology
1. The concept and connotation of educational technology. Educational technology is about the theory and practice of the design, development, utilization, management and evaluation of the learning process and learning resources. This is the American Education Communication and Technology Association AECT in order to adapt to the development trend of educational technology, from 1989 to 1994 over a five-year period to conduct a comprehensive investigation of the research object and scope of educational technology, and finally give the definition. This definition conforms to the viewpoint of system theory, and more accurately reflects the current research content of educational technology. It summarizes several basic attributes of educational technology: research and optimization of learning processes; systematic research methods, design and development of learning resources , Utilization, management and evaluation.
It can be seen from this that educational technology does not only refer to "technology" in education-"media", "means", etc. Educational technology has its research and practice areas, theoretical systems and methodology. Its connotation includes:
(1) "Learning process" is the object of educational technology research and practice. At this time, emphasis is placed on the "learning process" rather than the "teaching process". "Teaching" is the arrangement and coordination of information and environment, and its purpose is to promote learning. "Learning" refers to learners gaining knowledge, skills, and attitudes through interaction with information and the environment. It goes without saying that the starting point and destination of educational technology clearly fall on the "learning process" rather than ambiguity on the "teaching process", so it pays more attention to student problems, student participation and teacher-student interaction communicate with.
(2) The systematic approach is the core of educational technology.
(3) Teaching resources are necessary to optimize the learning process. Teaching resources refer to the information, personnel, teaching materials, equipment, technology and environment that are provided to learners for use and can help and promote their learning. Scientific and creative design, development, utilization, management and evaluation of teaching resources are necessary conditions for optimizing the learning process.
2. The development process of educational technology. Educational technology, as an emerging fringe discipline in the field of education, developed with the advancement of science and technology and people's deeper understanding of education. The development of educational technology is based on the development of technology, the use of technology in education as the core content, and the purpose and destination of optimizing the educational process. Every technological improvement and revolution has a profound impact on the development of educational technology.
The beginning of educational technology refers to the skills, skills and operating methods used by educators, mainly including spoken language, text, blackboard, chalk, pictures, models, physical objects, etc. At the end of the 19th century, educational technology was used by various modern educational media As a sign, it mainly includes: photography, slide show, projection, radio broadcasting, film, television, language laboratory, etc .; the 1990s was an era of tremendous development of educational technology. From the end of this century to the beginning of the next century, human society will enter the mature stage of human informatization, and we are at a turning point in educational media technology and educational information technology.
3. Modern information technology and modern educational technology. Modern information technology mainly refers to computer technology, digital audio-visual technology, electronic communication technology, network technology, satellite broadcasting and TV technology, long-distance communication technology, artificial intelligence technology, virtual reality simulation technology, multimedia technology and Xinsi Expressway. The application of modern information technology in the field of education and teaching under the guidance of modern educational thoughts and theories has formed modern educational technology. Therefore, we can think of it this way, modern educational technology is based on modern educational thoughts, theories and methods, guided by a systematic viewpoint, and modern information technology as a means of educational technology. It is a comprehensive embodiment of modern teaching design, modern teaching media and modern media teaching methods.
2. The application of multimedia technology in teaching
1. The impact of multimedia technology on the teaching process. Multimedia, as the name suggests, is a combination of multiple media. Since ancient times, humans have often used various media to communicate and transmit information without knowing it. Even when face to face, they express their thoughts and emotions in a multimedia way (language, expressions, actions). Multimedia communication is the most natural way for humans to communicate. From this perspective, multimedia is just a fashionable term, which refers to multimedia information itself. And when we talk about multimedia now, we often stand on the standpoint of the computer industry, and multimedia is regarded as a synonym for multimedia technology.
Multimedia technology was first introduced at the Computer Expo in Las Vegas, USA in 1991. It changed the computer from mainly processing numbers and characters into being able to process sound, music, pictures, images, television, animation and other media information. system. Mass production and rapid transmission of information is one of the basic characteristics of the 20th century. Human society is in a transition from an industrialized society to an information society. "Multimedia technology", which is regarded as a major technical lever for this transformation, is a technology that combines text, sound, graphics, static images, moving images and computers, and belongs to the category of modern information technology. Multimedia technology emphasizes the combination with computers, because it is precisely because of the use of digital technology in computers and human-computer interaction processing capabilities that make multimedia technology possible.
With the development of multimedia technology, its application is more and more extensive. Putting multimedia technology into the field of human education and teaching is a new thinking and new trend in education today.
(1) The influence of multimedia technology on teaching content. The teaching content is the information transmitted in the teaching process, and is the source of students' knowledge acquisition, skill development, and ability development. After multimedia technology intervenes in the teaching process, the teaching content has changed from the original single descriptive text and supplementary explanatory graphics and charts into a multimedia information and its external form that integrates text, sound, images, animation, and video. Great changes have taken place and the readability has been greatly enhanced. In addition, the non-linear structure of multimedia information also strengthens the density and breadth of teaching content, and promotes the effective transfer of students' existing knowledge structures to new knowledge structures.
(2) The influence of multimedia technology on teaching organization. The most significant change in the teaching format of the teaching application of modern multimedia technology is that the teacher-centered class teaching form has been broken, and the individualized and cooperative teaching centered on students has been truly realized.
(3) The influence of multimedia technology on teaching methods. The teaching method is one of the most important components of the teaching process, and it is an effective guarantee for achieving the teaching purpose and teaching tasks. The application of multimedia technology in the teaching process has promoted the development of teaching methods in a comprehensive direction, creating multi-level teaching needs for teachers '"teaching" and students' "learning". In summary, there are several teaching methods: observation method; discovery teaching, simulation teaching, situational teaching, autonomous learning, etc.
2. The role of multimedia technology in teaching. After the application of multimedia technology in the field of education, there is the concept of multimedia teaching. In fact, multimedia teaching is developed on the basis of single-media teaching. Therefore, multimedia teaching retains the role of single-media teaching: making the teaching content from abstract to intuitive, which is convenient for students to observe and recognize, which is helpful for students to understand and master the teaching materials, the teaching image is vivid, the students' perception is clear, and it is helpful for students to consolidate the teaching materials ; Simplify the complex and simplify the difficulty, improve teaching efficiency. In addition to this, it also has a better effect than single-media teaching:
(1) Strengthening effect. Due to the interaction of various media information, sound, light, shape, color, movement and other all-round stimulation to students 'senses are formed, which is conducive to students' memory, increases clues for students to associate, and enhances the learning effect.
(2) The overall effect. Due to the interconnectedness, mutual influence and complementarity of multimedia, it integrates sound, light, color and movement into one, presents the teaching content at multiple levels and angles, creates a three-dimensional teaching space and adds traditional heuristic and inductive teaching. Vitality greatly strengthens and improves the overall effect of the learning process.
3. The development trend of multimedia teaching technology. Despite the relatively small beginning of multimedia technology, the development of society's needs and technology has made great progress in just a few years. Especially the emergence of multimedia teaching is an important sign of the modernization of educational technology.
The development trend of multimedia, that is, the development trend of the entire multimedia teaching system, is mainly manifested in the modularity, intelligence, and networking of multimedia teaching software.
The modularization of multimedia software refers to the development from courseware to integratedware. Integrableware has the characteristics of primitiveness, integrability, openness and inheritance. It is more flexible and more versatile than courseware, which can reduce the waste of repeated development.
The intelligence of multimedia software not only refers to the simplification of operation, but also the further improvement of functions. It has good interactivity and can provide learners with a real-time environment for simulated learning.
The networking of multimedia software is proposed on the basis of the development of campus network construction and the popularity of the Internet. It will easily share information resources and achieve the goal of open learning.
In addition, there is much controversy about whether teachers should make multimedia teaching software by themselves. Society is developing in the direction of informatization. How to adapt education to the ever-changing and growing social requirements is a serious problem. Continuous learning is the minimum requirement of every member of the current society, and teachers are no exception. Teachers can neither be discouraged by technology, nor do they need to be. Teachers who are more interested in multimedia technology can make a part of the software that suits their taste according to their own time and energy to supplement the deficiencies of the software in their hands and make up for the defects of the existing software. Other teachers who do not have enough time and energy are not obliged to make their own software, but they must have the qualities and abilities to operate computers more proficiently in order to achieve the optimization effect of multimedia teaching. In addition, with the modular development of multimedia software, teachers can take what they need and choose appropriate integrated components to combine into multimedia teaching software suitable for teaching needs.
Third, the production of multimedia teaching software
At present, people have realized that multimedia teaching is an advanced teaching method. It can compress the content of classroom teaching and increase the amount of teaching information. It is a good way to strengthen the communication between teachers and students in the classroom. As a result, qualified schools have purchased multimedia equipment and built multimedia classrooms. However, due to the lack of corresponding multimedia software, most schools have only used some functions of multimedia computers to rigorously move text and graphics machinery to the large screen of multimedia classrooms. Thus affecting the play of the advantages of multimedia technology.
So, how to develop multimedia software suitable for teaching needs? First of all, a development team must be established. This team should include leaders in charge of teaching, teachers with rich teaching experience, artists, animation designers, and technicians proficient in computer technology. Everyone has a clear division of labor, but they are closely connected with each other and are indispensable. Only when these people work closely together, support each other and give play to their respective advantages, can it be possible to compile excellent multimedia teaching software.
1. Design of multimedia teaching software. Instructional design is the core of developing multimedia software. The design and production of multimedia software are two concepts that are both related and not equivalent. It is a big misunderstanding to regard the development of multimedia software as simply "production" and ignore the core of "design".
Under the condition that the existing computer software and hardware environment is quite superior, visual programming should be said to be handy. However, the design of multi-coal software requires an experienced course teacher. A good teacher lies in "pointing", and a good student lies in "understanding". A multimedia software, in a sense, is equivalent to an "electronic teacher", and its instructional design should also focus on "spotting" students. Multimedia software scripts written by teachers with rich teaching experience should generally include these parts: nodes that are difficult for students to understand; content that needs to be explained in detail; omission points that students can easily understand, parts that can be handled easily To give students an extension point of thinking, where students are appropriately "pointed" to leave room for students to think.
When conducting instructional design, the following principles should be followed:
(1) Reasonable material selection and avoid simple book move.
(2) The center is clear, the focus is prominent, and the difficulties are breakthrough.
(3) The content is scientifically accurate, the organization of the content should be ingenious, the creation and arrangement of the teaching concept should be novel, and the teaching process should be in line with the students' cognitive psychology.
(4) Short and sophisticated, it is not necessary to blindly pursue the systematic nature of the discipline system.
With wonderful design scripts, computer technicians have excellent multimedia teaching software that can meet the teaching needs, optimize the teaching process, and improve the teaching effect.
2. Collection and production of multimedia materials. We say that the "multiple" of multimedia is reflected in its integration of text, images, sound, animation, and video to convey knowledge and information. After designing the multimedia software script, can we make software? As the saying goes, "A clever woman can't cook without rice". These multimedia elements, such as words, images, sounds, animations, and videos, are the "women" of the clever woman, and they cannot be finally synthesized without prior collection and production. Let's talk about the source of multimedia materials:
(1) Text source. Keyboard input, the most common and common method; scan recognition, after scanning text materials into pictures, after being recognized by a special text recognition system, it is converted into a text file (preferably printed or printed large and clear text); pen style For input, use the popular "Hanwang Pen" input on the market recently; for voice input, use special voice recognition software to convert the microphone sound into text; copy text paragraphs from the Internet and data discs.
(2) Image source. Use a scanner to scan drawings or photos; use a digital camera to shoot directly, and then send it to a computer through a standard serial port, parallel port, and supporting software; select directly from the CD material library; use Photoshop, CorelDraw, FireWorks and other software for image creation and processing Use the "Print Screen" button on the keyboard to capture a static image on the computer screen with a special capture tool (such as PCS).
(3) Sound source. Direct selection in the material library; microphone recording input explanation, recitation, etc .; CD music and MP3 music are converted into sound files that can be placed in the production of multimedia software through sound conversion software.
(4) Source of animation. Use 3D MAX, Cool3D, Flash and other animation production software to create 3D or 2D dynamic text and images; select from the CD material library; use dynamic capture software such as HyperCam to capture screen animation; use the functions of the multimedia creation platform to make mobile , Simple animations such as effects.
(5) Video source. Install a video capture card in the computer to collect the video in the video tape and VCD through the supporting software; when playing the VCD with the super solution, use the dynamic capture function to capture a piece of video data.
The collection and production of multimedia materials is quite complicated and meticulous, and the time it consumes is often longer than the time required for the compilation of multimedia software. Therefore, teachers and software compilers usually have to be caring. Always pay attention to the collection and arrangement of multimedia materials.
3. Preparation of multimedia software. If we compare multimedia materials to various "parts", the resulting multimedia software is a working "machine". From parts to machines, an assembly tool is needed, and this tool is what we call a multimedia creation tool (platform).
(1) Introduction to multimedia creation tools. Commonly used multimedia creation tools are Microsoft PowerPoint, Authorware, Founder Os, Dereector, etc .; computer technicians with programming experience can also use VB, VC and other languages ​​to compile intelligent multimedia software. Since the popularity of the Internet, DreamWeaver has become popular. , FrontPage and other webpage making software make multimedia software that can be easily distributed and distributed on the Internet.
(2) Requirements for preparing multimedia software. Strong interactivity, flexible control, easy to use, reasonable interface composition, comfortable color layout, expressiveness and artistic appeal, text, pictures, videos, etc. must ensure a certain clarity; software can run away from the development environment, the system Requirements are minimized.
This is the process of creating multimedia software. The workload is quite large and requires the cooperation and assistance of many people. But its role in multimedia-assisted teaching is also unparalleled, and it deserves our dedication.
4. Misunderstandings in the design and production of multimedia software
With the continuous deepening of education modernization, multimedia-assisted teaching has attracted more and more attention from schools and teachers. Especially in Wuxi, an economically developed area, the school's multimedia software and hardware facilities are relatively advanced, which lays a good material foundation for the realization of multimedia teaching. In addition, the provincial and municipal audio-visual museums and teaching and research offices have also held various activities of modern educational technology at various levels and multimedia software appraisal and other activities to promote the further development of multimedia teaching in our city. Through these activities, we have discovered and collected a large number of excellent multimedia teaching auxiliary software, which shows the advantages and strength of our city's multimedia teaching, but also inevitably found various misunderstandings in the production of multimedia software.
1. Misuse of multimedia for performance of multimedia. Multimedia can directly affect the senses of students through various means such as sound, color, image and animation. Obtaining good teaching results is recognized by most people. However, some software designers and producers believe that a multimedia software must completely contain all the elements of multimedia in order to achieve the purpose of stimulating students' senses in all directions. Therefore, no matter whether the content is needed or not, it is necessary to assemble some sounds and images to embody the strange phenomenon of multimedia.
We often hear multimedia lessons: a mathematical formula on the screen is complete and eye-catching, but the dubbing of the formula is in the speaker. Is this necessary? Some parts that students can read by themselves are simply Accompanied by reading aloud; when a multiple-choice question is wrong, present a crying cartoon face and come up with a big warning, which is frightening; it is clearly a serious and scientific physics class, but it runs through the entire software with ease Pleasant background music, although many producers consider adding a music switch thoughtfully, still can't escape the illusion of drawing a snake. When talking about the Eight Nations Allied Forces burning the Old Summer Palace, a video of a burning fire appears in the picture. Is it that students can't imagine the burning scene? Obviously it is a very good subject of patriotism education. Students can be organized to watch a film, write and read, and even hold a themed class meeting, but this is done. Moreover, the collected video data is not full-screen playback, and the picture is blurred, but it destroys the teaching effect.
It can be seen from this that when we design and produce multimedia teaching software, we cannot abuse multimedia in order to present it. Multimedia software is for teaching, its function is to assist teaching, the purpose is to optimize the teaching effect. Therefore, when designing and making multimedia software, teachers must pay attention to psychological strategies and follow the principles of education.
2. Use technology to express the skill level. Some teaching software is full of complex three-dimensional animations on the screen, which makes people feel ashamed. There are also some software, the content is mediocre, and the operation is inconvenient, but the means of expression contains a relatively high technical content, and it seems to feel unpleasant. We believe that the use of technology is to better display content, rather than purely display technology and show strength. Only by better serving the teaching content can the two complement each other and create a first-class teaching effect.
3. Multimedia courseware is a complete copy of the textbook. Some literary and historical software is not innovative, but it is just a copy of the textbook. From the new words in the textbook to the practice questions after the class, they are copied intact, but they were originally turned over to read the book, and now they are turned to look at the computer screen; the original answer was written with a pen, and the answer is clicked with the mouse. Occasionally, typos and omissions are found in the title. Often, after scanning the illustrations of the article, it is not as clear as the book, and it is better not to use them.
4. The blind pursuit of artistic beauty is flashy. The improvement of the aesthetics of modern people is also fully reflected in the art design of multimedia software. Heart of beauty in everyone. However, beauty is divided into occasions. It's not difficult to imagine how uncoordinated a slender woman in white in Shengxue is in a sweaty arena.
We found that the homepage of many teaching software is without exception a magnificent, majestic or beautiful and soft, romantic and stunning landscape photo, with bright and eye-catching three-dimensional dynamic text, it is not only conjecture whether this is a fine art Appreciation class.
A simple text description on the screen, or even a multiple-choice answer, but it takes pains to create a shadow relief effect in PhotoShop, and then generate a high-resolution picture and import it into the software. It's such a big deal, I don't know whether it has really achieved special teaching effects.
The frame with soft lines and a large row of colorful dynamic buttons limit the teaching content to the center of the small screen in a polite way.
This type of multimedia software may indeed attract the attention of most people in the first place, but in practical applications, annotation will be counterproductive, pulling the students' attention to something irrelevant and seriously affecting the classroom effect. Therefore, it is necessary to design multimedia software as beautiful as possible, but there is a problem of scale and occasion. In the actual production, due to the consideration of the multi-disciplinary, content, and usage of multimedia software, we should avoid flashy.
5. Deep-rooted "class" piecemeal. Teaching software courseware is the main feature of multimedia software, so we often call it "multimedia courseware". We found that the multimedia teaching software made by ordinary teachers has one thing in common. That is, almost all software main menus are marked with the steps of "review"-"guide"-"lecture"-"consolidation"-"practice", and the content density is just pinched in a 45-minute class . This kind of teaching software is tailor-made. Once the production is completed, it is only owned by the individual, and only the person can use it best.
This is a situation that often appears in schools now: the same topic, teachers with different teaching methods in order to teach a class perfectly, do not have a computer or audio-visual teacher to make a self-specific courseware for themselves, so they entered The versatility of courseware is not strong, and the production staff repeatedly develops the misunderstanding. Therefore, we should get rid of this embarrassment as soon as possible, from the courseware of multimedia software to the path of integration and modularization.
Some of the phenomena listed above are typical problems in the production of various media courseware, and we must arouse our attention. Although multimedia software has the characteristics and advantages of rich information, high technical content, and rich artistic characteristics, the starting point of multimedia software design and production must be changed to better reflect the teaching content, active learning atmosphere, optimize the learning process and improve the learning effect on.
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