Investigation Of High School Physics Teachers’ Teaching Effectiveness Of The Application Of Multimedia Courseware

The high school physics knowledge has stronger logical and systemic characteristics, the physical concept is summed up in practice, at the same time higher than the practice, while the physical concept is abstract. In the establishment of physical concepts and the breakthrough the teaching difficulty, teachers with the aid of multimedia assisted teaching can provide students with perceptual knowledge to build concept and provide object for students’ thinking for exploring the law. At the same time, using multimedia technology can create rich colors, audio-visual teaching situation, can stimulate the students’ interest in learning of physics knowledge and improve the efficiency of teaching and learning. Howev er, any technology application in education teaching must obey the education law and suit for students’ learning characteristics. In the process of teaching practice of the high schools in Xinxiang, the author found that there are some problems in the multimedia courseware’s making, use and teaching effect, and these problems cause the attention and research on the application of high school physics multimedia courseware’s teaching effect.This topic according to the theory of education, multimedia teaching and learning theory, use the literature survey method, questionnaire survey, field observation and statistical analysis method to carry out the research work. Based on the literature research, the author produced the questionnaire, through the observation and questionnaire survey of high school physics teachers and students of the Xinxiang No.1 Middle School, affiliated high school of Henan normal university, Xinxiang No.3 Middle School, senior high school in Huixian city and the No.5 middle school in Xinxiang country, the author obtained the relevant survey data and classroom observations,carried on the statistical analys is and we found that teachers are more effective than traditional teaching by mult imedia courseware, highlight ed in that it can improve students’ interest in learning physics; it can add interaction between teachers and students as well as between student and student, and make the classroom atmosphere more active; multim edia courseware teaching can help students develop physical concepts,grasp the laws of physics, understand the puzzles of physics knowledge and master various learning methods. But it is undeniable that there are some problems in the multimedia courseware’s cognition, production, as well as the integration of teaching content in the schools we surveyed, and so on.These problems highlight ed in: In high schools, although teachers has the awareness of using mult imedia courseware for teaching, and some of the skills, but they lack a clear awareness of the mult imedia courseware’s pertinence and effectiveness in it’s use; Teachers can grasp the operation technology, however, their systematic educational technology capability has not yet reached the primary level, the application of way is too simple; multimedia courseware quality is uneven and some can’t deeply be integrated with the physical discipline; most schools courseware resources and environment have much room for improvement; the schools lack measures for effective evaluat ion and incentives of the mult imedia courseware teaching. At last, the majority schools have been equipped with multimedia hardware, but the number of devices is clearly insufficient, and so on.To solve these problems, the author did research on the countermeasures, and proposed the corresponding countermeasures and suggestions: firstly, transfer the teachers’ understanding of the Mult imedia Courseware to enhance their theoretical attainment of information technology; secondly, enhance teachers’ ability to manipulat e the multimedia authoring software by technical training; thirdly, carry out the activities for the integration of multimedia technology and the physics discipline; fourthly, build schools’ multimedia teaching resources library to facilitate multimedia courseware teaching; fifthly, improve relevant systems construction and establish the evaluat ion system for multi-media teaching. At last, increase the investment to the high schools’ multimedia hardware to improve schools’ hardware conditions of the multimedia teaching.