A Comparison Study Of The Effect About Multimedia Teaching And Traditional Teaching Methods Of High School Physics

In this paper, based on physics teaching in the high schools of Wenzhou and guided theoretically by Constructivism theory, multimedia learning producing theory, affective filter hypothesis, a comparison study about physics teaching effects of multimedia teaching and traditional teaching was made by conducting a sample survey among 900 students ranging from senior one to senior three in a part of schools, interviewing some students and teachers and conducting a experimental comparison research.The main analysis focused on the differences between the two teaching methods, which both made some effect in the content on the blackboard, breaking through teaching important and difficult point, students' activities in class, interaction between teacher and students, learning atmosphere, non-intellectual aspects, and so on. Furthermore, an analogy analysis was done by using the final examination results gained by both experimental and regular class. The analysis on the difference of the overall average and the grades gained from choice, experimental and calculating exercises was carried. It was more understood what advantages and disadvantages the two methods had and what influence they produced to teaching effects.The comparison research showed that multimedia teaching and traditional teaching both had their merits and shortcomings if individually used. Multimedia teaching had great advantages in teaching physics content, content display and other aspects. The content presented by multimedia teaching were more, more detailed, vivid, intuitive and faster, but in term of application, there existed some problems, such as courseware making. And it was not better than traditional teaching in the interaction between teacher and students, teacher's body language and teaching gestures. In some ways, traditional teaching could adjust teaching process, content and methods according to the situation whether the students master it and how they respond in class, and teach students in accordance with their aptitude.By means of comparison analysis of the methods between multimedia teaching and traditional teaching, it was suggested that an integrated teaching mode should be presented in physics class, which combined multimedia teaching and traditional teaching. It is precisely because multimedia methods roots in traditional methods but is superior to the latter one. In that way, we need to combine and take the advantages of the both. Then a more scientific teaching mode will come into being, which will be more practical and useful in daily physics teaching.