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StudyonApplicationofMultimediaTechnologyinTeachingIdeologicalandPoliticalTheoriesCourseofUniversitiesWangchong11PingdingshanInstituteofEducation,Pingdingshan,Henan,467000KeyWords:multimediatechnology;ideologicalandpoliticaltheoriescourseofuniversities;applicationAbstract:Attheinformationage,multimediahasbeenusedinmanyaspectsofdailylife,includingtheteachingofideologicalandpoliticaltheoriescourseinuniversities.
Ithelpstostimulatestudents'initiativesandtoconvertteachers'teachingtechniques.
However,someproblemsappearinsuchanapplication,suchasteachers'over-dependenceonmultimedia,inappropriatelyhandlingtremendousandcomplexinformation,improperrecognitionofmultimediaanduncleartargetofmultimediateaching.
Therefore,themultimediateachingneedstobepromotedbycombiningwithteachinggoals,contentsandotherteachingtechniquessoastoimproveeducationqualityofideologicalandpoliticaltheoriescourseofuniversities.
IdeologicalandpoliticaltheoriescourseofuniversitiesaimstoeducatestudentswithideologicalandpoliticaltheoriesandMarxism,andcontributestobuildcorrectoutlooksonlife,worldandvalueofstudents.
Theteachingmethodsmustbemodifiedforthepurposeofadvancementofthiscourse.
Andmultimediateachingreferstomakeclassesmorelivelyandactivebyprocessingwords,picturesandvideosinordertoencouragestudents'initiativesforlearning.
Multimedia'RoleintheTeachingofIdeologicalandPoliticalTheoriesCourseofUniversitiesCharacterizedbyinteractionandintegration,multimediaofferstechnicalsupportforcreatinganactiveclassenvironmentbymakingteachingcontentmorevividandvisual.
Itdecreasesstudents'learningdifficultiesandhelpsthemtoabsorbanddigestrelatedknowledge,whichmeansthatitplaysaveryimportantroleincultivationofstudents'understandingandpractices.
Howmultimediaworksinteachingideologicalandpoliticaltheoriesisshownasfollowing:Itissaidthatinterestisthebeginningofsuccess.
Forstudents,theimprovementofteachingeffectslargelyreliesontheirinterestsinideologicalandpoliticaltheories.
Theirinterestsaredirectlyassociatedwithgradesandteachers'teachinggoals.
Traditionally,studentslearnfromteachers'instructionaboutabstracttheories.
Itmaybeuneasyforstudentstounderstand,andifstudentscannotunderstandorthinkthiscourseboring,theirinterestwilllosesoonandthusincreasingteachers'teachingdifficulties.
However,multimediabreakssuchboringclassmodesbytransformingtedioustheoriesintovividpictures,songsandvideos,whichactuallyarousestudents'interestsandattention.
Inaddition,itfreesteachersfromblackboardwritingandprovidesmoreopportunitiesforteacher-studentinteraction.
Atthispoint,studentswillhavehigherparticipationandmuchmorelearninginitiatives.
Thereformofideologicalandpoliticaltheoriescoursehasgreatlychangedteachers'role,notonlyasaknowledgeinitiator,butasadesigner,guiderandorganizerofideologicalandpoliticaltheoriescourse[1].
Theadvancementofcoursereformneedsteacherstoadjusttheirinstillingteachingmethods.
Forideologicalandpoliticaltheoriescourse,teachersshouldsubstitutethetraditionalmodesofintroducingandlisteningwithheuristicmodes,andletstudentsbeinvolvedandbethemasterofclasses.
Theinteractionfeatureofmultimediateachinggreatlyarousesstudents'desiretoinvolveinclassesinwhichtheynotonlyobtaintheknowledge,butpracticetheircapabilitiesofoperationandthinking.
Forexample,theproblemssituationofmultimediateachingincreasesinteractionbetweenteachersandstudents,enrichesteachingcontent,arousesstudents'initiativesandmodifiestheirlearningapproaches.
Itsapplicationbreaksempty,dullteachingenvironmentwithcreatingamulti-dimensionalanddynamiclearningandteachingatmosphere,inwhichstudentsconsistentlyimmersethemselvesintoapositive,active,practicalandcooperativelearningmode.
Curriculumreformofuniversitiesrequiresandaimsatpromotingteachingeffectsofideologicalandpoliticaltheoriescourse.
Withemployingmultimedia,muchmoreknowledgeandinformationwillpresentedduringsameclasshours.
Itistotallydifferentfromtraditionalteachingmode,whichrequiresteacherstodoblackboardwritingandexplainingthetextbookatthesametime.
Suchatime-andenergy-consumingwaydoesnotmeettheneedsofcurriculumreform.
Butmultimediateachingcorrectsitsimperfectionsbyutilizingvideos,picturesandothermaterials.
Andteacherscanknowcurrenteventsfromthemultimediasoastocombineitwiththeoriestimely.
Itenrichesteachingcontent,andfreesteachersfromrepeatedandboringworks.
Besides,multimediateachingmakesdulltheoriesliveandinterestingbysimplifyingcomplexanddifficultknowledge,whichisusefulforstudentstograspandunderstand.
Inthatway,studentsaremoreinterestedinlearningideologicalandpoliticaltheoriescourse,andthusachievingthegoalsofcurriculumreform.
ProblemsofMultimediaTechnologyinTeachingIdeologicalandPoliticalTheoriesCourseofUniversitiesEverycoinhastwosides,sodoesmultimediatechnology.
Asimportantitisinteachingideologicalandpoliticaltheoriescourseofuniversities,someproblemscannotbeignoredandwaittobesolved.
Theyareshownasfollowing.
Multimediateachingrequiresorganiccombinationofmultimediatechnologyandteachinggoals,contentandmethods,insteadofsimpleadditionofthetechnologyandthecourse[3].
Someteachersthinkthatmultimediateachingistoteachingwithcomputercourseware.
Infact,itisonlyonepartoflessonspreparation.
Teachersshouldorganicallycombinematerialsandteachinteractivelyanddirectlybasedonteachingprinciplesandrequirements.
Meanwhile,therealsoareproblemsinmakingandusingcoursewaressinceteachersdownloadandbuythemindiscriminately.
Thesecoursewaresarenottargetedandthuslowerteachingqualities.
Andteacherscannottakefulladvantageofmultimediafunctionsasaresultoftheirincapabilityofmasteringmultimediatechnology.
Theideologicalandpoliticaltheoriescourseofuniversitiesintendstoguidestudentstothinkpositivelyandbuildproperoutlooksonlife,worldandvalues.
However,someteacherspaymuchattentiononinformationtransferringandcourseprogress,andregardideologicalandpoliticaltheoriescourseasvideoandpicturespresentation,whichgoagainstthenatureofclassesteachingtosomeextentthatessentiallyisinformationexchangingprocessandteacher-studentinteraction.
Inaddition,thepursuitofinformationwillcausestudentsnegativelyreceivetoomuchthingswithoutunderstandingandthinking.
Atthesametime,undertheenvironmentfullofvideosandpictures,studentshavedifficultiesinformingasystematicandcompletelineofknowledgewhichharmstheirfuturedevelopment.
Thatistosay,toomuchinformationmakesteachinggoalsunclearandweakensstudents'dominantposition,andhenceadverselyaffectingteachingquality.
Multimediateachingisrigorousandtight.
Ifteachersrelyonmultimediatoomuchandteachstrictlyaccordingtoit,theinteractionbetweenteachersandstudentswillbereducedgreatly[5],whichisthebiggestdisadvantageofpresentmultimediateaching.
Teachersspendmosttimeontheplatformsothattheycancontrolthemultimediapresentation.
Inthiscase,teachershavenotimetonoticestudents'responseandacceptabilityfortheirintroduction.
Asaresult,theclassesbecomeboringanddull,andstudentsarelessactivelyinvolvedintheclasses.
ApplicationStrategiesofMultimediaTechnologyinTeachingIdeologicalandPoliticalTheoriesCourseofUniversitiesBasedtheabovementionedadvantagesanddisadvantagesofmultimediateaching,theworksneedtobedonefromthefollowingaspectstoimprovetheteachingeffectswithmultimedia.
Duringteachingideologicalandpoliticaltheorieswithmultimedia,teachersshouldrecognizethatmultimediaonlyfunctionsasatoolandservesforteachingcontents,aswellasiscontrolledbythem[6].
Sotheymustselectappropriatecontentforpresentationbycombiningcoursewaremakingwiththetextbook,andcannotcopymechanically.
Furthermore,thecoursewaresshouldbeheuristic,andstudentsshouldbeleftenoughtimetothink.
Everythingnotconnectingwithteachingneedstodisappear,likevideosorimages.
Multimediaisatool,notapanacea.
Multimediaisonekindofinformationtechnologyemployedinteachingactivity,whichobviouslyisofadvantagesanddisadvantages.
Therefore,teachersneedtocomprehensivelyutilizedifferentteachingmethodsandmakefulluseoftheirownadvantages.
Theycannotrelyonmultimedia,norrejectit,butcombineitwithothertechniquestomaximizeteachingeffects.
Teachersaredominantinteachingprocessbyplayingguiderandorganizerroleswhilestudentsarethemasteroflearning.
Andmultimediaisinformationexchangingmedia.
Therelationshipbetweenthethreemustbehandledproperly.
Inotherwords,theapplicationofmultimediadoesnotweakenorchangeteachersandstudents'roleinlearning.
Inwholemultimediateachingprocess,teachersmakecoursewareappropriatelybycontrollingtheinformationvolumeandteachingpace.
Theyalsointeractwithstudentseffectivelyintheformsofaction,languageandfacialexpressionandsoon[7].
Manyproblemsinmultimediateachingareassociatedwithteachers'abilitiestousethistechnology.
Ontheonehand,sincemultimediateachingisnewly-risingmode,teachersarenotfamiliarandlackpracticesandexperiences,whichleadtomechanicalcopyinteaching.
Andstudents'initiativesarereducedgreatly[8].
Ontheotherhand,universities'teachersarenotinstructedeffectivelywithrespecttomultimediateaching,bututilizebasedontheirownexperiences.
However,thisnovelteachingmodeisdifferentfromtraditionalteaching.
Forthatreason,universitiescanorganizesomeprofessionaltrainingandinviteexperiencedteachersinmultimediateachingtogiveinstructiontoimproveteachers'abilities.
Meanwhile,teachersofideologicalandpoliticaltheoriescoursecanlearnfromothersbywatchingrelatededucationalvideos,andcommunicatewithteachersfromotheruniversitiesforinformationexchanging[9].
Tosumup,teachersshouldimprovetheirownabilitiestoutilizemultimediatechnology.
Forexample,in"WhyChinadoesnottakecapitalistroad",teacherscanbuildasystematictableasfollowingbymultimediaforstudents'betterunderstanding.
ConclusionSinceideologicalandpoliticaltheoriescoursehelpsstudentstobuildaproperoutlookonlife,worldandvalues,thenationanduniversitiespaymuchattentionontheorganizationandimplementationofsuchcourse.
Andmultimediatechnologybringsconvenienceforitseducation,aswellassometroubles.
Therefore,teachersneeddealwiththerelationshipsbetweenmultimediateachingmodeandotherteachingmodes,andbetweenthemselvesandstudents.
Theyshouldpromotetheirabilitiestoutilizemultimedia,andthusmakingprogressesinteachingqualitiesofideologicalpoliticaltheoriescourse.
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