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Multimedia in Physics Teaching and Practice


Can not even site visits. The use of Powerpoint to show the contents of both the costs of these time-consuming work, the effect is not good. At this time we can be handled in two ways: 1. About the experimental setup and the first experiment video, then using the relevant software (such as: premiere) processed into video material; 2. With Authorware, Flash, 3DAX and other software made into a dynamic process simulation physics experiment CAI courseware. Although this will leave more artistic approach, objectivity was lacking, but it is after all in an intuitive image of the traditional teaching methods can not be done. Physics Experiment video footage and simulated the dynamic process of the emergence of CAI courseware physics teaching has greatly enriched the technique of expression, but also led to the emergence of a disadvantage: teachers are busy in different applications the frequent conversion of courseware produced is not conducive to teaching content closely together, the continuity of the process of teaching it a challenge. Way to solve this problem the rational use of Object Linking and OLE (embedding) technology. OLE is a link to the nineties with the development of new technologies fight together, it's focus is to allow the user to a document-centric environments, eliminating the need for users to dealing with a specific application-related data before have to start the application trouble. Degree of different applications users can embed or link the production of courseware into their own electronic teaching plan in place activation, easy to use. Use of link technology,[link widoczny dla zalogowanych], you can maintain the relative independence of the courseware,[link widoczny dla zalogowanych], electronic courseware lesson plans occupied with relatively small storage space that can be used more than 1.44M floppy disk copy to copy teaching machine. Its advantages are: less demanding of hardware; and the disadvantage is that: the link is relatively slow, interrupted a sense of classroom teaching. Technology is embedded OLE object in the electronic lesson plans, to enable electronic integration of lesson plans and other multimedia materials, with running speed, good advantage of the continuity of the teaching process, with little impact on teachers, classroom organization and language. But the larger one-time storage space for a higher hardware requirements: Generally a good campus network, or at least large-capacity portable computer memory. There is a tendency: that the software used in courseware production more complex, the more you produce the courseware, the higher evaluation of their teaching. On this view, I beg to differ. As mentioned earlier, the whole process of teaching effectiveness in teaching is the ultimate pursuit of purpose, \- Instructor, CA1 only to classroom teachers to richer forms of expression, the expression of results is more accurate image of it. The amount of time teachers prepare lessons of multimedia (design and preparation before class) is not small but big, complex. The traditional way to do that desk before class preparation, and still do. Courseware organization and link (or OLE) technology is a more rational application of human micro-fine work, the negligence of any small effect on teaching than the traditional way have much greater impact (lesson plans and animation courseware error in the classroom teaching process is too late to change.) Multimedia classroom teaching more demanding. First, the teacher's attention must be highly concentrated in a prepared lecture ideas, can not be arbitrary, otherwise there will be two bad consequences: 1. Order of lectures and courseware does not match the order, the students feel at a loss; 2. Classroom teachers will gradually take the initiative to organize electronic lesson plans, along with lesson plans to run himself into the \\Low light in the multimedia classroom, coupled with environmental and other factors more than the number of students, student easily fatigue, teachers should pay more attention to communication with students, make students feel a kind of intimacy, closeness. It should be noted: Do not try to replace the classroom demonstration using CAI courseware, the role and effects of the two is different; In addition,[link widoczny dla zalogowanych], our students have become accustomed to listening to the traditional way of teaching, teaching of multimedia there is still a process of adaptation, so the after-school Q & A to keep up with the counseling. With the construction of the campus network and the popularity of multimedia technology in physics teaching will further expand the scope of application. At present, a small number of conditions,[link widoczny dla zalogowanych], a good school physics teaching network has a variety of interactive features to achieve the following: 1. Student self-elective function; 2. After-school Tutor functions; 3. Student preparation, pre-experiment function; 4. Homework,[link widoczny dla zalogowanych], correcting homework function; 5. Teacher-student interaction function; 6. Issued a notice of information and teaching functions. Can be expected: in the next twenty years, multimedia technology will permeate the entire process of teaching physics. A 77 -