Summary of multimedia physics teaching work

With the development of economy and society and the advancement of science and technology, multimedia has become an auxiliary teaching technology to enter Chinese small schools and enter classroom classrooms. As a rural school, the application of multimedia teaching in the classroom can not only expand the students' horizons, but also stimulate students' enthusiasm for learning. As a rural school teacher , we should actively explore multimedia teaching methods suitable for the actual teaching situation in rural areas, play its positive role, and better serve rural education and teaching. After several years of exploration, I believe that multimedia should be done in rural areas. Teaching work, we must grasp the following aspects of multimedia teaching:

One. Let multimedia become an assistant leader for students to enter the classroom

As the saying goes: "Interest is the best teacher." Eight-year students want to learn physics knowledge is very urgent at first, but this curiosity and urgency are short-lived after all, when they enter the course, can they maintain A strong interest in learning is the key to their ability to learn physics. The lesson is especially important in order to enable students to naturally and steadily embark on the trajectory of learning physics and enhance their interest in physics. In order to improve this lesson, in addition to giving full play to the advantages of the new textbooks, the use of multimedia courseware has also become a tool to lead students into the physical knowledge hall. Use textbooks to display text, images, and models on the screen to create scenarios and teach. These intuitive images, expressive and controllable, beautiful colors, fascinating pictures, are very easy to attract students' attention, stimulate students' interest in learning, and thus guide students to observe and think in an intentional and orderly manner. The students’ attention and interest are mobilized. Learning interest will enable students to develop a positive learning attitude, and learn in a eager and happy mood, which can make the brain function and greatly improve the learning efficiency. Make physics learning a good start.

two. Let multimedia become a supporter of learning physics knowledge

The main position of student learning is classroom. Classroom is the scientific and cultural knowledge of learning system and the main channel to improve scientific quality. It is the core of school education and teaching. How to make students acquire more scientific knowledge, scientific methods and skills in the shortest time. In the classroom, it is a place where students are concentrated, teachers are organized and taught, and students interact. Therefore, classroom teaching is still the main position of teaching. Therefore, courseware is an important part of multimedia teaching and a guarantee for classroom teaching. Physics is a natural subject, consisting of two parts: experiment and theory. In order to better learn and master physics knowledge and methods, courseware reflects a large amount of information, strong intuitiveness, fast pace, and high density. It also integrates circular, text, animation, and sound effects to stimulate the response of students in all aspects of the body. Teaching efficiency provides an important guarantee. It can visualize the abstract physical concepts and physical processes, activate the teaching content, stimulate the interest of students, and receive good teaching results. It has also become a supporter for students to learn physics knowledge. The specific role is as follows:

1. Make up for the shortcomings of traditional teaching

The use of multimedia courseware can effectively make up for the shortcomings of traditional teaching, abstracting it into concrete, fully displaying the incomprehensible content or things that are not easy to observe, mobilizing the visual and intuitive functions of students, and creating good for breaking through the difficulties. The atmosphere. For example, in the eighth chapter of the eighth grade, the fifth section of the "Microscope and Telescope" section, due to the limitations of the conditions, the structure of the telescope and its role should not be understood by students. Through the courseware, students are more intuitively understandable and stimulate students' interest in learning.

2,. Large information capacity

The use of multimedia courseware can achieve high-density knowledge transfer, increase the optimization of information volume, reduce the time for teacher drawing, blackboard writing and drawing, and greatly improve the efficiency of classroom teaching. Although graphics are not languages, they are more intuitive and visual than words, and more informative than words. Physics and human production are closely related to life. The application of physics knowledge is very extensive. Using multimedia, students can learn as much as possible about the specific application of physics knowledge within a limited teaching time, expand students' horizons, and explore students beyond textbooks. Knowledge provides a condition for improving students' ability to learn independently. For example, in the teaching of the physics textbook of the country, "to explore the law of convex lens imaging", in order to allow students to fully understand the basic content of the law of convex lens imaging in the textbook, I use the play of the courseware to let students learn and experiment while letting students learn Students have a comprehensive understanding and understanding of the law of convex lens imaging.

3. Multimedia teaching reflects the main role of students

The multi-faceted stimulation and colorful and intuitive forms of sound, animation, etc. in multimedia have aroused students' interest in learning and inspired their learning motivation. For example, the “connector and ship lock” in the physics textbook of the middle school is more difficult to teach, especially the ship lock, because most students have not seen it before, and the teaching is more difficult. In the past, teachers often used the lock map to teach. Due to the lack of dynamic effects of the wall chart, the explanation is time-consuming and laborious, and the teaching effect is still not satisfactory. Through the downloaded courseware, the whole process of driving the ship from the upstream through the ship lock to the downstream is simulated by computer animation. The effect will be very good. During the class, let the students watch the following animation: a ship is in the upper reaches of a river and is preparing to sail downstream through the ship lock; the upstream gate of the ship lock is pulled up, and the upstream water flows through the lower part of the gate into the lock chamber, and the water in the lock chamber gradually becomes Raise until it is level with the upstream water surface; the upstream gate opens, the ship enters the lock chamber from the upstream through the gate; closes the upstream gate, pulls the downstream gate up, and the water in the lock chamber flows downstream through the downstream gate, the gate The water level in the room gradually drops, and finally it is level with the downstream water surface; the downstream gate opens and the ship sails downstream from the lock chamber through the gate. Teachers should raise the question in the process of demonstrating courseware: a. Is the ship lock a connector? The entire ship lock is equivalent to several connectors? b. Where does the water flow from when the upstream gate pulls up? why? What is the final state of the water surface of the upstream and lock chambers? c. Why should I close the upstream gate before the downstream gate pulls up? d. Where does the water flow from when the downstream gate pulls up? why? What is the final state of the lock chamber and the downstream water surface? Students can apply the knowledge of the connected devices learned in the previous analysis to better understand the teaching content of the ship lock. This uses video display to play, to a "live broadcast", each student can clearly see the entire process of the demonstration experiment. It can be seen that the combination of the video display stand and the demonstration experiment allows each student to have an experimental experience, which strongly stimulates the students' visual senses, fully mobilizes the students' enthusiasm and participation, and stimulates students' interest in learning physics and improves. The classroom efficiency has improved the teaching effect.