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随现代网络信息技术的发展,多媒体教学已经悄无声息地融入到基础学科——语文的教学过程中,语文学科的精髓在于培养学生的感知、理解能力,换句话说,语文能力不单指听、说、读、写能力,还包括对语言信息的查找、筛选、归纳、概括、删除、编辑能力。多媒体技术在课堂上就能很好的营造语言环境,帮助学生理解语言发出者(sender)与语言接受者(receiver)之间的编码与解码。然而多媒体究竟是不是万能的呢?多的是声频、图片,少的是老师的板书,思想的发散,这样真的好吗?笔者认为作为教育工作者应该在在与时俱进的同时学会扬长避短。
With the development of modern network information technology, multimedia teaching has been quietly integrated into the basic subject - the teaching process of Chinese. The essence of Chinese subject lies in cultivating students’ perception and understanding ability. In other words, language ability not only refers to listening, Speaking, reading and writing abilities also include the ability to search, screen, summarize, generalize, delete, and edit language information. Multimedia technology can be very good in the classroom to create a language environment to help students understand the language sender (sender) and the language receiver (receiver) encoding and decoding. However, multimedia is not a panacea? More is the audio, pictures, less is the teacher’s blackboard, the divergence of ideas, so really good? I believe that as educators should keep pace with the times at the same time learn to avoid weaknesses .