小学语文多媒体课堂教学负效应及其规避策略研究

发布时间：2018-02-12 09:41

本文关键词： 小学语文多媒体课堂教学负效应规避策略　出处：《延边大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着时代的发展,多媒体技术的涌现,小学语文课堂教学发生了翻天覆地的改变,多媒体在教学中的作用越来越大。多媒体教学以信息量大、内容丰富、形式新颖等明显的优点,而倍受广大语文教育工作者的青睐,在实践教学中多媒体得到了广泛运用,但是因为部分教师没有完全掌握多媒体教学的方法,多媒体教学优势得不到充分发挥,还产生了一些与预想效果相反的负面影响,因此有必要对小学语文多媒体课堂教学的负效应进行调查研究。本论文通过问卷调查的方式,以小学四、五、六年级的学生为调查对象,调查小学语文多媒体课堂教学效果现状和小学语文多媒体课堂教学实施现状,并结合对小学语文多媒体课堂教学的实地观察,探讨多媒体教学的实施对小学语文课堂教学效果的影响。通过对调查和观察结果的分析与讨论,本论文最终形成以下结论:多媒体对小学语文课堂教学起到了辅助作用,但在使用过程中由于操作或使用方法不当产生了一些负效应,具体表现在以下五个方面:小学语文多媒体课堂教学造成了学生处理信息的紊乱;小学语文多媒体课堂教学分散了学生的注意力;小学语文多媒体课堂教学减少了学生逻辑思维的训练;小学语文多媒体课堂教学缩小了学生形象思维的空间;小学语文多媒体课堂教学减少了师生、生生间的情感交流。基于以上结论,提出以下三个方面规避策略:多媒体教学内容的选取应紧密结合教学目的、数量适中、适合使用多媒体呈现、并能拓展教学内容的广度和深度;多媒体教学课件应选取清晰、醒目的多媒体素材,能准确的表达出教学的重点和难点,界面设计突出教学重点内容,剔除掉分散学生注意力的无关因素,合理运用特技效果吸引学生准确、快速观察;多媒体教学活动的实施应把握好使用多媒体呈现教学信息的时机和节奏,合理开展讲解、提示、提问、点评、示范等辅助性活动。
[Abstract]:With the development of the times and the emergence of multimedia technology, the classroom teaching of primary school Chinese has changed dramatically, and multimedia plays a more and more important role in teaching. The obvious advantages such as novel form are favored by the vast number of Chinese educators, and multimedia has been widely used in practical teaching, but because some teachers do not have a complete grasp of multimedia teaching methods, The advantages of multimedia teaching are not fully brought into play, and some negative effects contrary to the expected effects are produced. Therefore, it is necessary to investigate and study the negative effects of multimedia teaching in primary school Chinese. Taking the students of grade 4, 5 and 6 of primary school as the objects of investigation, this paper investigates the present situation of multimedia classroom teaching of primary school Chinese and the present situation of implementation of multimedia classroom teaching of primary school Chinese, and combines with the field observation of multimedia classroom teaching of primary school Chinese. This paper discusses the effect of multimedia teaching on primary school Chinese classroom teaching. Through the analysis and discussion of the investigation and observation results, this paper finally comes to the following conclusion: multimedia plays an auxiliary role in primary school Chinese classroom teaching. However, there are some negative effects due to improper operation or method in the process of use, which are manifested in the following five aspects: the disorder of students' handling information caused by multimedia classroom teaching of primary school Chinese; The multimedia classroom teaching of primary school Chinese distracts students' attention, reduces the training of students' logical thinking in primary Chinese multimedia classroom teaching, reduces the space of students' image thinking in primary Chinese multimedia classroom teaching, and reduces the students' logical thinking training in primary school Chinese multimedia classroom teaching. Multimedia classroom teaching of primary school Chinese reduces the emotional communication between teachers and students and students. Based on the above conclusions, the following three strategies are proposed: the selection of multimedia teaching content should be closely combined with the teaching purpose, and the quantity of multimedia teaching content should be moderate. It is suitable for multimedia presentation and can expand the breadth and depth of teaching content. Multimedia teaching courseware should select clear and eye-catching multimedia materials, can accurately express the key points and difficulties of teaching, and emphasize the key teaching contents in interface design. Eliminating the irrelevant factors that distract students' attention, rationally using special effects to attract students to observe accurately and quickly, the implementation of multi-media teaching activities should grasp the timing and rhythm of using multimedia to present teaching information, and carry out the explanation reasonably. Tips, questions, reviews, demonstrations and other supporting activities.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G623.2

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