With the continuous updating and improvement of modern educational technology, more and more modern media are involved in classroom teaching.

The author has used multimedia teaching in junior middle school history teaching for many years, and has gained something. Now, based on my teaching practice in recent years, I will try to talk about some related issues.

The necessity of using multimedia-assisted teaching in 1

Junior high school history knowledge has the basic characteristics of past and concreteness.

The past of historical knowledge is its unrepeatability.

Things have changed since the historical process happened. You can't experience it like a physical chemistry experiment. We can only rely on the indirect historical materials left by our predecessors to understand the historical process, but the historical materials left by our predecessors are extremely precious and limited. It is extremely difficult for every student to have direct and comprehensive access to these materials.

Multimedia teaching can make students see a large number of audio-visual materials related to history teaching content in history classroom teaching, and can make maximum use of modern information processing technology to restore the original appearance of historical images, which is of great benefit to students in forming a clear and accurate historical understanding.

1.2 The concreteness of historical knowledge means that historical knowledge contains vivid and concrete contents.

Various historical phenomena are complex and changeable.

Comenius, a Czech educator, has long demonstrated the principle of teaching visualization. He believes that the more you rely on sensory knowledge, the more reliable you are.

Therefore, the multimedia teaching of history class can make the presentation of historical knowledge vivid and let students touch historical things with various senses, which is the best way to highlight the concreteness of historical knowledge.

Junior high school students are young and have little knowledge, and their thinking ability in images is stronger than that in logic. They are more receptive to those vivid historical reappearance.

The development of students' psychological quality, especially in junior high school, is still in the transition stage from image thinking to logical thinking.

In junior middle school history teaching, the use of multimedia means such as TV, film editing and microcomputer can give students vivid and vivid perceptual knowledge, which will have a positive impact on stimulating students' interest in learning, promoting positive thinking and improving learning efficiency.

2 Multimedia technology in different classes to increase knowledge content

The wide application of multimedia technology in different historical classes can not only mobilize students' subjective initiative, but also give play to teachers' leading role, making students the main body of classroom learning.

2. 1 introductory course

Introduction, as an introduction course of junior high school history course, is an overview of the whole course, which has a strong generality and summary.

The purpose of the introduction is to provide students with the general content of the course and the basic clues of learning.

The teaching content of introduction is more difficult and abstract. Because students are not exposed to this course, it is inevitable that they lack intuitive understanding, which brings certain difficulties to teaching, and multimedia teaching can effectively solve these problems.

For example, the teaching of History of China (Grade 7) can combine the time sequence with the theme content, and introduce the four units, the origin of Chinese civilization, the emergence of a country or social change, the establishment of a unified country, the separation of political power and national integration as a whole.

In the design of cultural courses, according to the basic clues of China's historical development process, we can use pictures to show the splendid history of bronze civilization in Xia, Shang and Zhou Dynasties, the prosperity of China culture in the Spring and Autumn Period and the Warring States Period, the culture of the prosperous Qin and Han Dynasties, and the culture of Wei, Jin, Southern and Northern Dynasties. In each historical period, we should highlight its relevant characteristics, accurately outline the development track of Chinese culture, leave an intuitive impression on students, and achieve the purpose of turning abstraction into concrete.

2.2 Comprehensive courses

In the teaching of comprehensive courses, we should complete a series of teaching tasks such as course introduction, imparting new knowledge, consolidating and improving, practicing homework, checking feedback, summarizing and evaluating.

First of all, we should help students understand the composition of the course correctly. Lead-in box, text, reading text, literature, thinking, practice, activity and inquiry, free reading card, activity class and so on are all important components.

Multimedia teaching can play a unique role in comprehensive courses. Teachers can use multimedia to design teaching before class, highlighting key points and difficulties, such as homework exercises in last class, teaching process and interesting learning content in this class, so as to achieve the teaching purpose of consolidating before class, improving during class and giving feedback after class.

In order to highlight the brilliant achievements made in the Qin and Han Dynasties, students can be asked first, "Why can Qin and Han culture be carried forward in China? What is the reason for its prosperity? " Then it analyzes the national unity, feudal economic development, economic exchanges between various ethnic groups and regions, and then uses multimedia to play a short video of "Papermaking in Han Dynasty" to impress students, and then guides them to correctly analyze the advantages of improving papermaking in Cai Lun at that time.

When introducing the difficult contents of seismograph, we can use multimedia to make dynamic vibration schematic diagram, and show complex physical principles through dynamic model diagram to solve students' confusion.

At the same time, teachers can also collect information about the medical achievements of Hua Tuo and Zhang Zhongjing, show students the video of Hua Tuo's "Five-Animal Play", and also play health-keeping formulas, so that students can learn simply and improve their fitness awareness.

When teaching the guide map of Mawangdui Han Tomb in Changsha, students can know that the guide map of Mawangdui Han Tomb in Changsha is the earliest fitness map discovered by archaeology in China, and its appearance is also a breakthrough in the history of medicine and sports and a historical witness of guided therapy.

Multimedia enriches the classroom.

Multimedia adds vitality to classroom teaching. Teachers' teaching and blackboard display are no longer information resources. Multimedia information such as words, sounds, graphics, images, animations, videos, etc. are organically integrated, and diverse viewpoints are expected to bring colorful presentations.

3. 1 Explain, demonstrate, test, talk and practice.

In the general and specific teaching process, teachers operate courseware to show the outline content, and help students master the teaching content through multimedia information such as demonstration images, animations and videos, so as to combine teaching with practice.

For example, when talking about "opening up new routes", it is often difficult for students to understand and confuse the navigation routes of Diaz, Columbus, Da Gama and Magellan.

The author used the self-made multimedia courseware in class, first demonstrated the geographical locations of Spain and Portugal with maps, and then demonstrated the sailing process of four navigators with four animated arrows of different colors.

When you pass an important place, you can automatically and conspicuously display the place name, with voice explanation, then summarize the knowledge points into a comparison table, show it to the students, and then show the relevant exercises for testing.

After the students studied, the effect was very good, and most of them could clearly explain the navigation routes of the four navigators.

3.2 Turn static into dynamic, and use historical maps flexibly.

In the teaching of historical maps, in order to dynamically show the war process and traffic routes, hand-drawn and various arrows can be used to make the lines on the map extend along the historical process, so as to achieve the strengthening effect.

For example, Zhang Qian's mission to the Western Regions, the Red Army's Long March, the people's March into the Central Plains, the opening of new air routes, the Second World War and so on. Using multimedia courseware for dynamic demonstration can display knowledge images intuitively.

Some historical maps require students to master the regional characteristics and corresponding locations, such as the Seven Heroes of the Warring States, the Three Kingdoms, the anti-Japanese base areas behind enemy lines, and the early colonial expansion of Spain and Portugal. And the dead map in the book can come alive by flashing and changing color. Students are deeply impressed by this knowledge.

Of course, multimedia teaching is only an important supplement to junior high school history classroom teaching, but it liberates teachers from the traditional teaching mode and allows students to fully appreciate the fun of learning.

We firmly believe that as long as more consideration is given to students' needs and more flexibility is provided in the design of multimedia programs, not only junior high school history class, but also any subject will benefit from the application of multimedia technology.