Exploration And Practice Of Multimedia Teaching In Biology Of Senior Middle School

With the development of modern information technology, more and more teachers have used multimedia for classroom instruction, which to some extent improves the teaching effectiveness. It can enhance the enthusiasm and develop the interest of the students in learning. However, there have been some errors which could affect the integration of teaching and information technology. This paper describes the cognitive load theory and cognitive theory of multimedia learning whom are closely linked with multimedia learning, and then design the multimedia courseware to carry out experimental research.The research obtains following results:1,Multimedia used to biology is very common in Suzhou, but many biological teachers whom are lack of the theory of multimedia teaching need to further learn and improve. Most students expressed their taste for multimedia learning but also hoped that it will get better.2,Multimedia teaching practice of senior middle school biology curriculum materials volume II which is based on cognitive load theory, can significantly reduce the level of psychological pressure on students.3,Under the guidance of cognitive load theory,multimedia teaching made students feel course of study easier.4,Paying close attention to the cognitive load in the bio-media teaching improved students'academic record and achieved teaching objectives better.5,Multimedia teaching based on cognitive load theory can enhance students'learning interest. With the less pressure but high academic record, the students will like biology more every day. In short, cognitive load theory and cognitive theory of multimedia learning can direct high school biology teaching in the theory and practice field of research. Therefore, the exploration and practice of multimedia teaching in biology of senior middle school based on cognitive load theory is effective and feasible.