The Application Of Multimedia Technology In Teaching High School Probability Research

The status of the probability has been raised with the publication of the newcurriculum standards for high school, the task of teaching is to make students learnabout probability well, to train the random thinking of students, to make the studentsto use what they have learned to solve practical problems in production and living, atthe same time, the multimedia technology aided teaching probability in high schoolhas become the major trend. We want to use the multimedia technology in teachingwith the purpose of improving the quality of teaching, increasing the effectiveness ofteaching and improving the teaching efficiency. However, there are a lot of problemsin the process of integrating the multimedia technology with the teaching ofprobability. The current multimedia technology assisted teaching can’t achieve thesegoals. There are many deficiencies about the research in the area of how to makemultimedia-assisted teaching most effective in the specific teaching of high schoolprobability. The purpose of this paper is to study the problems of the status in the areaand to solve some of the problems.During the study, the author investigated and interviewed the numbers ofmathematics teachers from the High School Affiliated Shandong Normal Universityand Jinan secondary. The author knew about the problems existed in the multimediatechnology assisted probability of high school teaching by analyzing the questionnairedata. By generalizing and analyzing the content of the interview to the teachers, theauthor also knew about the causes of the problems. Through the analysis of the causes,the author proposes the basic principles and methods in multimedia-assisted teachingof high school probability.The main problems in multimedia technology-assisted teaching of high schoolprobability:(1)The effect of the history of probability was Ignored inmultimedia-assisted teaching of high school probability, and there is lack of thecontent about the history of probability in the courseware;(2)It is diverse that thereasons why the teachers choose multimedia in the teaching of high school probability, and it’s blindness in the use of multimedia-assisted teaching of highschool probability;(3)Although the student’s attention are improved, there isproblems in the conversion in the teachers, blackboards and simulation.(4)Theteachers just simply “brought” the multimedia courseware, the teachers are lack ofknowledge about the production of courseware;(5)In the teaching of multimedia-assisted “Independent repeated trials and binomial distribution” teaching, theintroduction of the practical examples are too directly and it’s lack of the contrastbetween the binomial distribution and the hypergeometric distribution;(6)Somecharacteristics of the content of high school probability result in the excessive use ofmultimedia technology, the teachers ignored the communication with students, andthe teaching results are unsatisfactory.(7)It’s lack of actual and contact in theteaching of multimedia–assisted “The numerical characteristics of random variables”;(8)There is the tendency of using multimedia simulation test instead of the studentsown hands-on experiments.There are a lot of reasons for each problem, the principal conclusions of theanalysis are as follows. Teachers in the teaching of probability reflects the idea ofmathematics teaching of instrumentalism; Teachers have no clear themselves leadingrole and the dominant position of students; Teachers are lack of the knowledge ofTPACK.The main basic means in multimedia technology-assisted teaching of highschool probability:(1) The computer large-scale simulation test, pictures-notes and thestudents own hands-on experiments combine with each other;(2)Let the studentsparticipate in producing and showing the courseware, using the development historyof probability and brief summary flexibly;(3)Teachers should product courseware onthe basis of knowledge of TPACK, and explore individuation and cooperation;(4)Realize the comparison of the binomial distribution, the hypergeometricdistribution and normal distribution by charting features of multimedia technology;(5))The choice of educational resources should be optimized and combined with therules of students’ voluntary attention and involuntary attention, and the teachersshould pay attention to the proper use of pause;(6)Have a deep knowledge of character of high school probability and properly select and legitimately combine theinstructional Media according to our capability.On the basis of theory and research, the author made comparative teachingexperiments. In two same level sophomores classes of high school, author taught thestudents in different multimedia technology-assisted ways. Through comparing thechange of the students’ feelings, the difference of students’ capacity and achievement,author proved basic principles and methods correctly and summarized the result of theexperiment.