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录像能突破教学内容在时间和空间上的限制,能将生物微观世界放大再显于眼前,也能将纷繁复杂的生物界微缩于一组画面。同时又能通过色、声、画等刺激多种器官,有利于学生接受信息。但录像使用不当,效果并不理想。如何正确使用录像提高教学效果应是我们关心的问题。我校电教组通过几年的生物电教总结出以下几点: 一、针对不同教学内容、采用适当录像手段在生物教学过程中。教学内容既有来自大自然生动的生命现象,又有富有高深的生命本质的探讨。针对不同的教学内容,决定采用不同的教学方法。对于很多生物现象并不是随时都能观察到,即使能观察到有时也只是标本、模型缺,乏动态感。而这恰恰能通过录像教学来进行弥补。我们在初二动物学教学中。由于手头缺乏录像带,而通过剪辑中央电视台播放的
Video can break through the limitation of teaching content in time and space, can enlarge and reveal the biological microscopic world in front of it, and can also reduce the complicated biological world to a group of pictures. At the same time, it can stimulate various organs through color, sound and painting, which is conducive to students receiving information. However, the use of video was not effective and the result was not satisfactory. How to use video correctly to improve teaching results should be our concern. The audio-visual education team of our school has summed up the following points through several years of bio-electricity education: First, aiming at different teaching contents and adopting appropriate video means in the course of biological teaching. The content of the teaching is not only the vivid life phenomena from nature, but also the rich and profound life essence. For different teaching content, it is decided to adopt different teaching methods. For many biological phenomena, it is not always possible to observe it. Even if it can be observed, sometimes only specimens, models, and lack of dynamic sense. This can be compensated by video teaching. We are in the second year of zoology teaching. Due to the lack of video tape on hand, it was broadcasted by editing CCTV.