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1、1Optimization of Physics Using MultimediaAbstract: The use of multimedia, for the physics teaching into a new life, making some difficult to understand the concept, things become easier to understand the law now, some of the time and space constraints and can not show things in the classroom, labora
2、tory, can now be shown through the media, thus optimizing the classroom teaching. This paper summarizes the multimedia types physics teaching aid, to reflect its optimal role. Keywords: multimedia optimization recommendations Physics Teaching First, the multimedia-assisted teaching of several types
3、of physical 1. Simulation to be repeated so that students observe, practice, experiment. Inseparable from learning physics experiments. Many experiments, students not only have to do it myself, need to think again observe practice, to get knowledge, leave a deep impression. This time to achieved thr
4、ough multi-media simulation. For example some of the students experiment, although the phenomenon was, but because of the steps to more complex, comprehensive observation of the students is not easy to 2clear at once, then again in the demonstration experiment of repeated simulation of the use of mu
5、ltimedia presentations, and using a local amplification, stay, slow motion, etc., to provide students with a distinctive visual information. such as gasoline, diesel models, and works can take advantage of flash animation, video, etc., to enable students to fully observe and then repeated viewing. A
6、nother example is the use of movable pulley principle lever model to explain student understanding of the principles of the existence of certain difficulties. In fact, as long as the use of multimedia to the process of moving through the pulleys rotation to stay, and other means to slow decompositio
7、n, teaching difficulties will be solved. Another example is the generator, motor The same principle can also be decomposed using multimedia to be resolved. electrical physical map, schematic of the connections, you can let the students repeated the computer simulation, practice connection. 2. Simula
8、te some phenomena obscure experiments. Some physics demonstration experiments, by the experimental conditions (such as small size equipment, etc.) constraints, 3experiments with low visibility, back of the classroom students are often not easy to observe clearly. At this point you can take advantage
9、 of multimedia courseware simulation, or in the Video Showcase on the operation is complete. such as the atomic structure of the teaching, the current formation, the water is boiling, if the use of flash Showcase display, can help students better understanding. Another example physics the teaching,
10、students are required to explain the causes of buoyancy. Buoyancy is produced by the lower surface upward by water pressure and water on the surface by the downward pressure difference. But if used teach students the language and the text up and down to the pressure difference, the students to under
11、stand more abstract, compared to the entire process reflects a loss. But use of the animation in slow motion, said front, back, left and right pressure, the pressure is equal, small pieces of wood to remain intact , but loading the upper and lower surface pressure, pressure, small pieces of wood slo
12、wly move up. lively animation, intuitive graphics, quickly and 4efficiently stimulate the students interest in learning, received a very good teaching results, as well as teaching lay the theoretical basis of the next section, Archimedes, and all this is difficult to do traditional teaching. 3. Simu
13、lation more difficult to complete, is difficult to reproduce the experiment and some experiments. As conditions, classroom presentations are often not easy to succeed. For example, Torricelli and a standard atmospheric pressure, how high the water column to support experiments in class is almost imp
14、ossible to demonstrate . Therefore, some teachers simply do not do this experiment. as if the use of multimedia simulation of these experiments, not only can be achieved with the demonstration experiment of the same realistic effect, but also demonstrates the failure to prevent a waste of teaching t
15、ime. Another example is the atomic bomb explosion, “Shenzhou V” scenes of flying. If the use of multimedia, you can successfully reproduce the spectacular scenes, so that students get more sensory stimulation. They seem to feel, to inspire their love of science, passionate love of 5the motherland. L
16、inks to free paper download http:/4. Simulated irregularities, showing the consequences of experimental error. Physics has its own practices, the error will lead to undesirable consequences operations, ranging from not reach teaching purposes, or damage to the instrument, while in endangering personal safety. with a multimedia simulation of illegal operations, will show the possible consequences to students, for students to see the serious consequence
