Advantage of multimedia-assisted teaching in chemistry class application

First, the use of multimedia teaching, setting the context for the chemistry teaching, to stimulate student interest in multimedia courseware into the chemistry classroom, the teachers and students into a wider world, a world of vivid, more to improve students' interest in learning. From the macro and micro aspects of the problem can be more fully described, it has an irreplaceable role in the chemistry classroom. Such as talking about the "nature of the carbon dioxide", the imported lesson is this: First, in the beautiful background music, multimedia courseware show some cave of beautiful pictures, to students of beauty, and the phrase "Who are craftsmen to We carved brick so colorful world? It is carbon dioxide. "introduction of new courses. Here, the use of multimedia courseware into new courses will be very exciting. Spoke of "burning with fire" when the subject began to put a song in front of Fei Xiang "a beacon for the winter," the few lyrics, the students into a fire mood, then in the classroom with students to expand a discussion of the fire, fire and fire-fighting intermediate insert some animation, students discuss a wave after wave, a class down students to learn the knowledge of combustion and fire wave discussed. In this multimedia lesson I took less than four minutes, a total of five points, but every time regarded introduce students to discuss the new knowledge of a new link, I think this class courseware very well. Second, the media can be a wonderful fit with the experimental 1. Media can optimize experimental teaching chemistry experiment is the purpose of making simplistic nature of chemical phenomena in a particular environment, conditions, clear, highlighting the important factors to reproduce them in order to facilitate observe, study, understand the nature of matter and the changes in the law. Chemistry Experiments properties and material changes through sound, light, color, vivid state of change, clearly demonstrated to provide students with a wealth of new ideas to stimulate, can effectively mobilize students a variety of senses, comprehensive, clear, and accurate understanding of the law and the changes in the nature of a substance. Chemistry is a laboratory-based natural sciences, chemistry phenomena, change, of course, must be explained by classroom chemistry experiment. Multimedia courseware as a dynamic, efficient, high-capacity modern teaching media, the message of having a vivid, intuitive, expressive and appealing, easy reproduction and other characteristics, can vividly and realistically represents chemical phenomena and the macroscopic world internal changes and the development of the microscopic world of molecules, atoms, and other substances, can artistic expression of the mysteries of the world of chemistry, so as to effectively stimulate students' interest in learning, help students understand chemistry. Some real difficult to do experiments in multimedia courseware fairly well simulated form of animation. Multimedia and chemical experiments both must complement each other, complement each other, as well as chemistry classroom teaching. That is, the multimedia courseware simulation can not replace classroom demonstration experiments. When talking about the explosion of combustible materials such as, first done in the classroom demonstration experiment explosion flour, a huge explosion caused the student's interest, we want to know why the flour will explode. Then the master display multimedia courseware, from the micro level in the form of animation to show cause of the explosion occurred. Mystery finally solved the hearts of the students, but also received a new knowledge. Here, the chemistry experiment teaching and multimedia courseware very good combination. Another example is when you do charcoal reduction of copper oxide experiment after experiment demonstrates finished copper oxide into copper students do not understand the process, as well as carbon and oxygen binding process also find it difficult to understand, at this point I put to students the animation, the oxygen atom of carbon capture process displayed, the students no longer read the puzzled expression on his face. Experiment a little difficult to understand by animation with the look, you can play a multiplier effect. 2. multimedia resulting chemical experiments to simulate the consequences of an erroneous operation may explode some chemical experiments, corrosive to the skin and so on, with a certain degree of risk. If not done properly, an accident could occur. Therefore, chemical experiments some errors can be done only by the teachers speak the wrong reasons, and incorrect operation may harm, not be used to prove the actual experimental operation. Student difficult to understand, but can not directly perceive them harm. The multimedia into the classroom, this problem is solved. These erroneous operation simulation computer animation, it can break down the steps, slow movements, not only demonstrates clearly the wrong reasons, and can render the atmosphere, the students look impressive, deepen understanding of the wrong reasons. For example, he spoke of the carbon monoxide reducing copper oxide experimental procedure: at the beginning, should be through carbon monoxide while and then heated, otherwise it will cause an explosion, the students do not understand why we must act in this sequence of operations, I simulated the wrong operation, when Students saw the explosion simulation scene when he was that great sound to jump. This not only demonstrates clearly the wrong reasons, and also to render the classroom atmosphere, deepened the impression of the students, at the same time, they can train students rigorous scientific approach. In another example, spoke of the dilution of concentrated sulfuric acid, the correct sequence of operations is "acid into the water," an erroneous operation will result in droplets of sulfuric acid to splash around. But students often wrong in this order, so I simulate the wrong operation, when students see droplets of sulfuric acid to splash around, serious corrosive to the skin, when scenes of disfigurement are screaming again and again, even timid female students hand He covered his eyes. Since then the students did not dare careless mistake. Third, CAI classroom teaching can help break through important difficulties in teaching the use of multimedia technology in the classroom teaching content must serve heavy and difficult to break, otherwise there is no need to use multimedia technology. Multimedia technology to abstract concepts and theories difficult language to express directly in an intuitive, easy to accept the forms, or the toxic classroom demonstration experiment, there are dangerous experiment in the form of presentations by playing video out, or to Microstructure motion of microscopic particles of matter or in the form of animation to show up, these are the directions in the study of multimedia computer assisted instruction, multimedia classroom teaching must not only stay on the surface, with a computer screen instead of writing on the blackboard, it replaces all classroom presentations with video experiments, etc. These forms are not desirable. As we in the teaching of electrons outside the nucleus layered arrangement, can show three-dimensional images of electrons in the outer nuclear movement, the image can be visualized by the electron motion in the process of nuclear displayed outside. Not only train the students spatial imagination, thinking ability, but also easily broke through the teaching difficulty and focus. So on the basis of psychological characteristics of students to follow laws of cognition and memory of the law on the appropriate use of multimedia technology can help break through the heavy and difficult materials. On the question of the calculation, after seeking the reaction of the resulting solution solute mass fraction, for the quality of the reaction solution, students always felt that was a difficulty, I will take as an example the reaction of iron and sulfuric acid, made a movie, doing Experimental side put animation, and quality of the solution after careful analysis before the reaction, the animation is done and they also know the difference between before and after the solution quality is the quality of put out hydrogen. Then came alive again in several related incomplete reaction and the reaction precipitate formed so that they analyzed, only a half a period of time, this difficulty exceeded. When it is difficult to describe with words, I would like to use some more multimedia to reflect. Fourth, in the introduction of multimedia applications and the nature of the class lesson can play a very good effect on the introduction class to help students establish good internal motivation, has a very important role. Introduction lesson taught in the past, usually by teachers chalk and talk, rhetoric to teach their specialty to make some description, although it can also receive a certain effect, but the end can not change students' passive state. Now the use of audio-visual means, teaching on intuitive, more lively, and allow students to have a general understanding of the subject, but also to stimulate students' strong interest in learning. As we all know, student motivation, especially intrinsic motivation, learning consciousness is a powerful driving force. A motivated student learning, learning and working full dedication and social responsibility. This is reflected in the learning process that they have to overcome all kinds of difficulties, and strive to perfect the quality to get things done. With the right motivation, even if the original is not interested in this subject the students will realize that this discipline because a not shirk its responsibility, and will use will strive consciously learn it, and in the learning process gradually develop interest in learning. Course material nature, requiring students a solid grasp of the material nature, the basics of a typical reaction, from the theoretical and experimental point of view, a comprehensive understanding of physical or chemical properties of inorganic, organic matter and other test preparation. This class type may employ various visual, electronic means, such as charts, slides, projectors, video tapes, computer assisted instruction, but also some of the reaction faster, there is a color change demonstration experiment, change dish experiments and in vitro experiments projected onto a screen; some preparation, properties, testing and other experiments, by making use of the computer screen show the disassembly process equipment, experimental methods and observed phenomena. The conditions were not the case, you can process a series of experiments made activities film or slides, other relevant laboratory rules and safety measures, laboratory precautions, the full use of teaching videos. As in the review experiments done on comprehensive knowledge, effective, high efficiency review. Knowledge capacity and review the effect of the recitation Five characteristics, can greatly improve the multimedia recitation is to ask to review the knowledge capacity. Although we do not advocate blind expansion of a class of information, but should be left to the students thinking space and time, but for some there is intrinsically linked to the knowledge, they are in different chapters in textbooks on traditional recitation France is difficult to use a class to complete the task of teaching. If two classes of time on, the effect is not good. Because, first of all, it is not conducive to reflect systematic knowledge, not well with the students about the intrinsic links between knowledge, and an important task is to give the student recitations combed intrinsic links between knowledge, so that students have a mind clear knowledge networks; secondly, is not conducive to compare the knowledge are intrinsically linked. For example in textbooks for ninth grade acids, bases, salts and chemical properties, chemical nature of the metal belong to different chapters, but the intrinsic link between them is obvious, more knowledge and test sites, including acids, bases, salts characteristics and commonalities relations acids, bases, salts and metals. Students generally reflect the content of the understanding there are certain difficulties. We also need to consider leaving the students to do exercises to consolidate review of the effect of time. Using traditional methods in order to review more than well done review review mission, obviously there is a great difficulty. This time the multimedia computer assisted instruction applies recitations, the advantage is very obvious. Since multimedia can simultaneously stimulate multiple senses, set maps, text, sound, like in one intuitive principle, prominent teaching. Psychological research shows that the knowledge gained from hearing people can remember 15 percent, the knowledge gained from the vision can remember 25%, while at the same time by both auditory and visual stimulation, able to accept 65 per cent knowledge. Therefore, in the process of teaching them a variety of sensory stimulation also can simplify the process of teaching the difficulties, to enable students to be more easy to understand, and it helps focus students' attention for a long time and access to knowledge. Which will effectively ensure the lesson with a review of the quality and quantity of time a lot of knowledge points finish. In the teaching process, training is the main line of teaching, which is in review class is particularly important and timely review of the effect of exercise is very important for the consolidation. But with the traditional methods recitations, after the completion of the review mission larger capacity, it is difficult to ensure there is enough time for students to do well in practice, which for the consolidation effect is very negative review. Multimedia assisted instruction can guarantee with less time to complete a larger review capacity to ensure sufficient time for students to practice fully. And you can use the computer statistics, analysis, timely feedback that students do not have a good grasp of knowledge in the review, and to facilitate the timely leak filled teachers. Needless to say, multimedia teaching is a trend. Who can deny the advantages of the use of multimedia, it is no exaggeration to say, multimedia intervention really sparked a vigorous educational revolution, which brought to our classroom has changed dramatically, intuitive voice, video, Let's classroom is full of passion and vitality. However, when the use of multimedia-assisted teaching must be careful not into errors: some traditional conventional methods (such as slides, videos, flip charts, etc.) will be able to achieve the desired effect of content, not necessarily to go to force the use of multimedia-assisted teaching. Just pay attention to multimedia assisted teaching, and not a substitute for conventional teaching. The use of multimedia-assisted teaching easier a Good lesson, but not all use of multimedia assisted instruction lesson is a good lesson. In-depth study of teaching and practice, to fully and appropriately designed, developed multimedia, so that combine with other teaching methods, and strive to maximize efficiency, reflecting the true value of multimedia teaching. The use of multimedia in the process, to follow timely and appropriate manner, moderate, moderate, appropriate ideals, weaknesses, fully embodies the charm of multimedia, the classroom in order to achieve the best results.