Zhang Xu Guang

【Abstract】This paper focuses on how to use multimedia equipment to assist teaching in college education. Through many years of classroom teaching experience， the author found that the phenomenon of multimedia abuse is very serious in modern classroom teaching. The reason is the convenience and rapidity of multimedia technology， which leads teachers to apply multimedia in a large number no matter what lesson or content they teach. Therefore， the author talks about his own ideas on the pros and cons of the relevant phenomenon.

【Key words】audio-visual media； classroom teaching； teaching effect

【作者簡(jiǎn)介】Zhang Xu Guang， City College of Science and Technology， Chongqing University.

With the progress of information technology， traditional teaching methods are gradually broken， and the means of imparting knowledge are undergoing fundamental changes. From projectors and slide projectors into the classroom， to the application of tape recorders and phonological laboratories in language teaching， it has developed into networked multimedia teaching now. As a new teaching method， audio-visual media has been used more and more in teaching practice. There is no denying the use of film， television and multimedia technology， teaching vivid， such as atomic， molecular structure， biological cells， genes and other micro-processes， such as the universe， oceans， atomic bomb explosion and other macro processes， students can intuitively understand. But like anything else， the audio-visual media has some inherent weaknesses. For example， tape recorders， slide projectors and video recorders transmit information through vision and hearing， focusing on “l(fā)istening” and “watching”. If we use it too much and do not strengthen the basic operation training of the instrument， it will affect the improvement of teaching quality greatly.

At present， in college teaching， many teachers do not consider the actual content of the text and use multimedia for the purpose of multimedia teaching. They even pass on all the contents recorded in the textbooks to students through multimedia. This actually stifles students creativity. Depriving students practice right. For example， in the engineering surveying course of studying Total Station， many teachers believe that students will have no problem learning as long as they play the video more than a few times through the multimedia. In fact， it is very difficult for students to understand the function of total station if they only watch multimedia operation and do not spend more time on practical training. The operation in multimedia video only reflects the steps of successful operation， but in the practical application， the students will encounter a lot of operational problems， which are different from the video playback and need the help of the teacher to solve the problem. Solve problems on the spot can improve the operation level of student and deepen the understanding of the problem. It will be better than the use of multimedia alone.

Some teachers blindly pursue classroom capacity， content and trivial， think that the use of multimedia technology can arbitrarily increase the content of teaching， resulting in students cannot digest， equal to no learning. Therefore， the use of multimedia teaching should only grasp one or two “points” to dial timely and turning difficult to easy.

Many university teachers made the courseware screen fancy， with variety of colors， think this can be colorful. For example， some courseware display text flickering， jumping indeterminate， some pictures use dark background color， some use dark font， make color collocation improper， this will increase the difficulty of identifying fonts for students， distracting students attention. Even some teachers almost become the slaves of the courseware， they just mechanically manipulate the mouse， thinking about what to do next， which button to press， cant listen to the students speech seriously and cannot accurate and timely feedback on the students speech.

In fact， teachers themselves are multi-functional “audio-visual media”. The teachers melodious reading， elegant presentation， witty explanation and humorous language can also bring students into a picturesque realm and experience the edification of beauty. Imagine， can the audio-visual education replace the influence of teachers blackboard writing on students writing？ Can it replace the students perception of knowledge， the enlightenment of wisdom， and even the face-to-face emotional exchange between teachers and students？ Can it replace the teachers language personality imperceptibly influence on students？

Therefore， in the teaching of engineering surveying， we should not blindly and indiscriminately use multimedia on the grounds of diversity of forms and stimulation of students various senses. Whether to use the audio-visual media and what kind of audio-visual media should be determined according to the content of the teaching material and the teaching objectives to be achieved. Generally speaking， the teaching content that needs to be carried out with the aid of the audio-visual media should be the focus， difficulty and key of the teaching content， the content that other teaching media cannot explain or difficult to explain， or that the teaching efficiency is low although it can be explained clearly. The use of audio-visual media than the use of audio-visual media can receive better teaching results and so on. In short， teachers must be careful when choosing the audio-visual media， use if it should use， do not use if it should not use， not to abuse.

References：

[1]Liu Yingqi，Teacher Development：From maturity to Excellence[J].College teacher training No.3：25-27.

[2]Zhou Su，Chen Xianghua，Hu Xingqiao，Multimedia Technology and Application[J].Science Press 2004[08].

[3]Zhong Yuzhuo，Multimedia Technology[J].Tsinghua University Press，1999[10].

[4]Fang Qigui，Acquisition and production techniques of Multimedia CAI Courseware[J].Peoples Post and Telecommunications Press， 2001.