Theory Of Using Multimedia In High School Classical Poetry Teaching

This article from the high school classical poetry teaching in multimedia use present situation to talk, to discuss how to avoid misunderstandings in the process of the application of multimedia, follow the principles of classical poetry teaching in the middle school. This article includes four chapters altogether.First part is the introduction and literature review, it includes the present situation of the domestic research on this topic analysis, the research content of simple summary and the summary of research methods.The first chapter is the significance of using multimedia in the teaching of classical poetry, mainly from improve the quality of teaching, arouse students’ enthusiasm, improve the aesthetic education, these three aspects to discuss.In the second chapter is the present situation of using multimedia in high school classical poetry teaching, including two sections. Is a questionnaire survey in the first quarter, will attach to the questionnaire, and the result of the questionnaire survey. Is a analysis of the situation in the second quarter,and through the statistical analysis of the results of the survey,the multimedia application situation of nowadays high school classical poetry teaching are summarized.The third chapter is the key of the this paper, that is, the application of the multimedia method in high school classical poetry teaching. Prepared from the two parts in this chapter to discuss how to effectively and correctly in the classical poetry teaching in middle school by means of multimedia, make coruscate gives unique charm of classical poetry teaching and learning. First of all, the first part is the multimedia method in the classical poetry teaching in middle schools using the principle of contains three principles. The first point is moderation. When we use multimedia means to “quantity”and check,at the same time also remember multimedia tools for teaching content services,is a kind of teaching tool. The second point is in principle.The teacher wants to in the most appropriate time to introduce multimedia elements, dull to magic. The third point is applicable principles. Teachers should not only have effectiveness when applying multimedia means, the pursuit of practical and effective, also have highlight the beauty of classical poetry. Classical poetry is a cultural treasure of our country, sending out the unique beauty, so in the teaching process, we must through the modern teaching means will show this beauty thoroughly. The second part of this chapter is the multimedia method in classical poetry teaching in middle school use of specific methods, including four methods. Demonstration method, the first is a image from the image of poetry in particular, by means of multimedia image of the abstract language in relation to the concrete physical image, let the students have an overall understanding of the content of poetry. The second is the situation experience method, the teacher according to the needs of teaching content, multimedia material, break the limit of time and space, reduction of poetry, to help students experience poetry situation. The third is the atmosphere rendering method, the teacher in the classroom with multimedia means to apply to a drawing the atmosphere, to indicate to the student, mobilize their emotion and enthusiasm. The fourth is the text complement method, using multimedia means of poetry itself kinds of angle, also can undertake group article reading, extend the coverage of students reading poetry.The fourth chapter is the multimedia used in classical poetry teaching in middle schools need to avoid the misunderstanding, this chapter includes four big mistake. The first myth is a teacher allowed the use of multimedia. Teachers let, rely on the use of multimedia, their pursuit of professional ability lackadaisical, it’s unable to guide students. The second myth is visually too much interpretation of classical poetry. In the teaching process shown visually too, by using multimedia means indirect limits the students’ imagination and creation in classical poetry space. The third myth is that dilute poetry content. Display the multimedia effect, blindly ignored the content of the classical poetry, make the classroom into formal, turned into a lesson of glaring multimedia technology. The fourth myth is to ignore the classroom thinking and communication. Teaching of multimedia content piled up too much, teachers and students to walk every step according to the multimedia course, ignorance of the vivaciousness of students, despise the thinking of teachers and the students themselves, the communication between teachers and students also can appear very stiff.