科技在教育中的利弊.docx

第一、 网上的信息良莠不齐，经常上网获取那些零散和不系统的知识，不但不会提高中学生的能力，反而会比以往退化，而且还有不少中学生，因为无法处理过量的信息而患上信息焦虑等精神病。此外，据英国的米德塞克斯大学的蒂姆莱贝教授统计，网上非学习信息有47%与色情暴力有关，一旦学生接触到这些信息，那后果将不堪设想。 第二、由于网络对中学生具有无限吸引力，所以导致很大一部分中学生沉溺于网络，从而患上网络上瘾症、网络疏离症等新型的精神性疾病，这些网虫们不要家人不要同学，脱离现实生活，完全是一群有着程序化思维的类机器人。 第三、网络传播诱发中学生人生观、价值观的冲突，由于网上传播的大多是以西方发达国家的信息为主，这往往与接触这些信息的中学生脑中积淀的中国文化产生冲击，严重的会形成另一种殖民主义。 第四、网络语言的大量使用弱化中学生的民族文化素质。网络上以英语的使用率和内容为最多，分别为84%和90%，网上的错别字、病句随处可见，中学生长期与这种语言环境接触，不能不令人担忧。 最后，我提醒对方辩友不要对大量事实听而不闻。 网上的信息良莠不齐，经常上网获取那些零散和不系统的知识，不但不会提高中学生的能力，反而会比以往退化，而且还有不少中学生，因为无法处理过量的信息而患上信息焦虑等精神病。此外，据英国的米德塞克斯大学的蒂姆莱贝教授统计，网上非学习信息有47%与色情暴力有关，一旦学生接触到这些信息，那后果将不堪设想。 第二、 There are good and bad are intermingled on the Internet , the students who usually search those scattered and systematic knowledge not only unbeneficial for the students to improve capability ,oppositely , the learning capability of students deteriorate, what is more , there are still plenty of students who are unable to deal with the excessive information and got the anxious illness of information . what is more , according to the university of University of Gloucestershire there are 47% information are related with violence and pornography , once the students who approach these information will be very terrible . due to limitless attraction of internet , as a consequence lead to plenty of students who addicted in the network . those students tend to escape from the reality life , less communicate with friends and family members ,living like robber , what is more , the information that has been conveying can lead to the conflict with the value of the life and society , especially for most of the information are from the west developed countries , such information can shock the Chinese culture that has been deposit in our mind , forming another sort of colonialism . Utilizing the technology has weaken the students national cultures . the use of the English and contents on the Internet are 84% and 90% respectively , and there are plenty of wrong characters and the ill-formed sentence can be seen anywhere , we still be causitous aware of utilizing the sentence . Utilizing the technology has weaken the students national cultures . the use of the English and contents on the Internet are 84% and 90% respectively , and there are plenty of wrong characters and the ill-formed sentence can be seen anywhere , we still be causitous aware of utilizing the sentence . Advantage Utilizing The multi-media has brought not only more easier but also more convenient Checking system of composition Rubbish information Internet information abused 论多媒体教学的优势武汉化工学院 现代教育技术中心彭军摘要：本文讨论了多媒体技术在教学中的作用及其优势，同时对提高多媒体的应用效率进行了探讨。Abstract: This paper focuses on the use and the advantages of multimedia technology in teaching.How to promote the efficiency on this application is also analyzed. 关键词：多媒体；交互；反馈Key words: multimedia; interaction; feedback 自进入九十年代以来，多媒体技术迅速兴起、蓬勃发展，其应用已遍及国民经济与社会生活的各个角落，正在对人类的生产方式、工作方式乃至生活方式带来巨大的变革。同样，多媒体技术对教学也产生积极的效应，能为学生提供最理想的教学环境。因为多媒体具有图、文、声并茂甚至有活动影象这样的特点，具有许多对于教育、教学过程来说是特别宝贵的特性与功能，这些特性与功能是其他媒体(例如幻灯、投影、电影、录音、录像、电视等)所不具备或是不完全具备的。多媒体技术是以计算机为中心，把语音处理技术、图象处理技术、视听技术都集成在一起，而且把语音信号、图象信号先通过模数转换变成统一的数字信号，这样作以后，计算机就可以很方便地对它们进行存储、加工、控制、编辑、变换，还可以查询、检索。充分发挥多媒体教学的优势，对于培养学生的创造思维，具有重要作用。大家知道，在传统的教学过程中一切都是由教师决定。从教学内容、教学策略、教学方法、教学步骤甚至学生做的练习都是教师事先安排好的，学生只能被动地参与这个过程，即处于被灌输的状态。而在多媒体计算机这样的交互式学习环境中学生则可以按照自己的学习基础、学习兴趣来选择自己所要学习的内容，可以选择适合自己水平的练习，如果教学软件编得更好，连教学模式也可以选择，比如说，可以用个别化教学模式，也可以用协商讨论的模式。使计算机象学习伙伴一样和你进行讨论交流。也就是说，学生在这样的交互式学习环境中有了主动参与的可能，而不是一切都由教师安排好，学生只能被动接受。按认知学习理论的观点，人的认识不是外界刺激直接给予的，而是外界刺激与人的内部心理过程相互作用产生的，必须发挥学生的主动性、积极性，才能获得有效的认知，这种主动参与性就为学生的主动性、积极性的发挥创造了很好的条件。人机交互、立即反馈是多媒体技术的显著特点，是任何其他媒体所没有的。多媒体计算机进一步把电视机所具有的视听合一功能与计算机的交互功能结合在一起，产生出一种新的图文并茂的、丰富多彩的人机交互方式，而且可以立即反馈。这样一种交互方式对于教学过程具有重要意义，它能够有效地激发学生的学习兴趣，使学生产生强烈的学习欲望，从而形成学习动机。交互性是多媒体计算机所独有的，正是因为这个特点使得多媒体计算机不仅是教学的手段方法，而且成为改变传统教学模式乃至教学思想的一个重要因素。那么，与普通教学相比，多媒体教学的优势在哪里？一、 直观性，能突破视觉的限制，多角度地观察对象，并能够突出要点，有助于概念的理解和方法的掌握；二、 图文声像并茂，多角度调动学生的情绪、注意力和兴趣。三、 动态性，有利于反映概念及过程，能有效地突破教学难点；四、 交互性，学生有更多的参与，学习更为主动，并通过创造反思的环境，有利于学生形成新的认知结构；五、 通过多媒体实验实现了对普通实验的扩充，并通过对真实情景的再现和模拟，培养学生的探索、创造能力；六、 可重复性，有利于突破教学中的难点和克服遗忘；七、 针对性，使针对不同层次学生的教学成为可能。八、 大信息量、大容量性，节约了空间和时间，提高了教学效率。怎样才能发挥多媒体教学的优势呢？一、多媒体教学是现代化的教学，因此应注意与新的教育理论相结合。（一） 注意在多媒体教学中设计真实的背景。教学中要运用多媒体提供丰富的、真实的背景资料，它反映知识在实际中运用的方法，它要求考虑实际问题的复杂性并从中进行探索，以便学生形成自己的认知结构。例如，在计算机教学中，往往在课堂枯燥的讲授，学生毫无兴趣，但在多媒体教学环境中，通过动画、图形、声音的演示，加上教师深入浅出的讲解，学生会在不知不觉中学到知识。这样学生就能够在原有认知结构和生活经验的基础上，认同我们的概念和思维方式，并内化到自己新的认知结构中，形成自己新的概念和思维方式。（二） 多媒体程序要设计学生的合作过程，设计学生的反思过程，设计学生的表述过程。情景学习的研究表明：学习是一个社会化的过程，学生之间的合作具有明显的效果。因此对于多媒体交互式教学，应该设计一些过程和内容，让学生进行讨论，合作解决，以提高多媒体教学的效率。许多多媒体程序在设计时忽略了留给学生必要的反思时间，这是一个失误。实际上学生在这一段时间内，对整个问题涉及的知识和方法，对自己解决问题的思维过程、运用知识和方法的过程进行必要的反思，通过对比自己和老师、同学解决问题的不同点进行反思，学会思考和运用，调整原有认知结构，形成新的认知结构，从而达到升华。情景学习理论强调清晰表述的重要性，这是因为清晰的表述促进知识的抽象和系统化，将潜意识转化为意识，从而纳入认知结构。要注意利用多媒体技术创设学习情景，将学生分组，一起讨论问题，发现问题，辩论问题，这一切能确保学生有机会进行清晰的表述，“使缄默的知识变成清晰表述的知识”。（三）对学生的评价也是多媒体教学过程的一部分。传统的评价学生的的方法是作业和考试，即主要是在课堂之外的，课内也有，但一般用于鼓励学生。实际上评价应该是多媒体教学的一个过程，即在多媒体教学设计过程中，我们应该考虑到学生有可能出现的各种认识和解决问题的过程，并设计相关的评价，结合学生的反思，促进学生对自身认知结构中缺点和优点的认识，从而优化认知结构。二、 选择适当的多媒体工具软件（主要对于计算机软件）。不同的教学内容和过程，对于多媒体软件的要求不同，如果在程序实施过程中还需要调用其他高级资源，如Windows系统资源，进行更高效的编程，这时可以选择更专业的Visual Basic 、Delphi甚至Visual C+来进行多媒体编程。当然这对于我们教师的技术要求越来越高，因此教师要不断学习新技术以适应教育技术的发展。三、多媒体教学需要注意的原则：1、多媒体教学应注意针对性。针对不同阶段和不同内容，多媒体教学的过程，形式、内容、时间安排都应有所不同，这一点我们已形成共识。但是，有一点似乎被许多多媒体程序设计者所忽略，那就是：分层教学。对于不同的学生，使用不同的教法和不同的练习、考试、评价方法，这也是多媒体大有作为的一个方面，也是对传统教学的改革。根据不同类型的学生使用不同的软件和多媒体工具，同一软件也要考虑学生的不同类型，包括：不同基础和能力，不同心理特征和性格特征，不同学习兴趣和方法。这种思想早已提出，只是到了计算机、多媒体技术高度发展的今天才有实现的可能。目前有这种教学思想的软件还很少，有赖于我们教学观念的更新和广大教师的共同努力。2、理好多媒体教学与传统教学的关系。 多媒体教学可以理解为传统教学基础上增加了多媒体（包括计算机）这一特殊工具的教学，它不可能抛弃所有的传统教学手段。因此在设计多媒体教程时，要把握好多媒体的使用时机，正确处理多媒体和粉笔、黑板、普通教具、语言表达之间的关系，特别要考虑时间因素，正确处理好多媒体教学时间（此处主要是指操作时间）与适时的课堂讲解、板书、交互、反思时间的关系。例如把几句话的结论板书在黑板上，不一定就比放幻灯片效率低，因为它节约了操作时间。在复习课的时候，多媒体的大容量是有效率的，但必须注意中间的停顿，保证学生把要点记下来，或者，事先把需要学生做笔记的知识打印出来，课后发给每一个学生，这样就更能提高复习课的效率。3、课外的多媒体。 现在的计算机价格越来越市民化，越来越多的家长认识到计算机辅助教学的重要性，为自己的孩子配备电脑。教师应该考虑课外的多媒体教学，制作课外的多媒体教学软件，或将课堂教学软件交给学生，以帮助学生消化在课堂上没有完全消化的知识和方法，或帮助学生形成能力，特别是对于差生来说，这实在是一个好主意。总之，多媒体教育技术飞速发展，教学过程中多媒体技术的运用越来越普遍。教师在学习多媒体、计算机技术的同时，应该关注教育理论的发展，随时用先进的教育理论来指导自己的多媒体教学，发挥多媒体教学的优势。Advantages of implementing multimedia in the classroom include: Motivation This is important as we have learned that we must first engage the attention of our students before they are ready to learn. Learning styles addressed Multimedia allows teachers to address various learning styles in the classroom. Students can see, hear, and imagine what things feel like as multimedia is used to bring a subject to life. Technology standards addressed Technology is an important aspect of life today. Students must be ready to compete in a highly technological world. Access to limitless resources for teaching and learning Teachers are no longer limited to textbooks as vast amounts of knowledge and teaching ideas may be explored. Student centered learning Students will show accountability for learning when collaborative activities or project based learning is implemented through technology. One reason to implement multimedia into the classroom is because it is engaging. Multimedia allows us to make our lessons entertaining, therefore grabbing the attention of our students. The second reason is that it allows us to provide differentiated instruction. Having different ways to present information to our students allows teachers to meet the needs of all students. The third reason is that multimedia is a great way to make sure our lessons are organized. There are many tools that we can use to help organize our presentation, therefore making it easier to understand. The fourth reason is that we are exposing our students to the real world. Our students are going to be required to use multimedia in their jobs one day and by exposing them at an early age we are preparing them for the future. The last reason to use multimedia is that is can enhance concepts that are not as interesting as others. There are many ways that the web can turn a not so interesting topic into something the students are willing to learn. Students relate to visual interactions, especially if there is a game like atmosphere to the presentation. This method helps the students become more engaged in the project. Life long skills. Many of the skills required to participate in a multimedia project are the same used on a daily basis outside of school and in college. Higher level thinking skills. Multimedia projects can raise the level of understanding and application of a subject matter. Pictures speak a thousand words. ELL learners or learners with other disabilities can get a lot out of the project by possibly listening to part of the information while seeing a picture that relates to the words. Classroom management. Class web sites can provide “one stop shopping.” Handouts, assignments, rubrics can all be accessible to students whenever they may need further information. This is also handy for students to complete their work whenever it is convenient for them. 1. Motivation- Students find the use of multimedia very motivating and entertaining. Addresses multiple learning styles- Material is presented using various learning styles simultaneously. For example auditory and visual approaches. Improves Traditional Audio-Video Presentations- Audiences are more attentive to multimedia messages than traditional presentations done with slides or overhead transparencies. Increase in comprehension- Full interaction with the user which creates greater comprehension and higher level thinking skills. Preparation for the future- Exposing students to this type of presentation will prepare them to use and understand this type of technology in the future. It is a media that our students can relate to. Many of our students have Ipods. When we use them in the classroom then we get their attention and they are willing to work harder. Teachers are able to step back and be the facilitator while students are engaged in group projects. Helps to prepare the teacher. A quality multimedia presentation makes sure that preparation has been done a head of time so that class instruction will be organized, include a variety of learning types, and be relevant. Teaches skills that will help our students become life-long learners and prepared for the job force. Helps students to retain and increase the learning because they are engaged, using more than one sense, provides scaffolding, visuals, and higher order thinking. 1. For the student who is consistently absent (guidance, sickness, ISS, OSS), having multimedia presentations means that they can see the materials when they finally do get to class, thereby receiving the same opportunities for learning. Since multimedia presentations are relatively new, they replace antiquated materials that students today lose interest very quickly. This is great for mainstreamed classrooms. The students at all levels of the learning spectrum can identify and use information in a meaningful way to them. Educators can adapt the multimedia presentation for those students that may be physically challenged. Students with hearing impairments, or physical disabilities will be able to use the hardware adaptations necessary to succeed with the programs. Language barriers can be knocked down by using any of the language transition facilities, thereby allowing students to use their