摘要
For recent years, with the rapid development in information technology centered on multimedia techniques, multimedia approach to education has become a hot issue. As to what exactly multimedia approach to education means, opinions vary according to different understandings and different views. As the knowledge-based society is impending, governments of many countries are seeking ways to accelerate their educational reform and promote the quality of their education through information technology. Hence the contradicting and confronting lying in the different views on different understandings of multimedia approach to education have been further intensified. The author of this article, with her reference to literature at home and abroad, in connection with practices in the field in China, makes a longitudinal survey of the developing course of multimedia approach to education. She studies the characteristics of different stages and analyzes the notional changes in succession in the concept of "multimedia". Based on her analysis, she discusses the specific features of contemporary multimedia approach to education. The article is made up of four parts with discussions on four stages: audiovisual stage, stage of CAI; early stage of combination of multimedia and present stage. The first two parts were published in the last issue of this journal. This abstract is of the last two parts published in this issue. The article holds that the difference between the early stage of combination of multimedia and present stage lies in the later, which makes multimedia integrated into one synthetic system, complementary to each other in functions and attributes. In this integrated system of teaching, the equipment feature of a single medium waned away, while the attribute nature waxes gradually. Hence, the system of multimedia approach implies at least two notions. One lies in a variety of ways of presentation such as slides, audiotapes, movies etc, while the other is the multiple channels of stimuli the system can offer: pictures, charts, texts, voices and sounds and so on and so forth. Against the background of the modern information technology, the equipment features of the multimedia system fade away further. It can be a system of just a single machine, yet it can be a huge networking system too. Generally speaking, with the progress of multimedia technology, the concept of multimedia approach to education is very "progressive" too. Because of this, as the article points out, we should make a full use of the technology, which provide quality pictures, images, navigation techniques, zooming in and zooming out effects, suitable sounds and animation, virtualized realities etc, in order to combine the concept of "multimedia" in our education with modern information technology for a total multimedia approach. The author believes that it is still too early to discuss the specific features of multimedia approach, which has not matured yet. Nevertheless we can identify some from the tip of the iceberg. The first feature is the teaching concept of "configuration", against which is the macroscopic background of multimedia information and audiovisual teaching. It is rather different from the microscopic background in the early stage, which aimed at transformation of knowledge. The second would be a new type of school. Different from the traditional teaching mode, which rely on teacher’s teaching to complete the learning process, in multimedia approach, the interactions between students to students, students to teaching materials are greatly enhanced. Autonomous learning is thus greatly promoted. The third, indicated by information access to teaching, the digitalization of teaching materials and reference books, globalization of the teaching resources will bring great impact on every aspect of school education and cause radical shift from its traditional approaches. The above mentioned three features are long term goals, to reach which we still need to go through some stages in the course of it.
For recent years, with the rapid development in information technology centered on multimedia techniques, multimedia approach to education has become a hot issue. As to what exactly multimedia approach to education means, opinions vary according to different understandings and different views. As the knowledge-based society is impending, governments of many countries are seeking ways to accelerate their educational reform and promote the quality of their education through information technology. Hence the contradicting and confronting lying in the different views on different understandings of multimedia approach to education have been further intensified. The author of this article, with her reference to literature at home and abroad, in connection with practices in the field in China, makes a longitudinal survey of the developing course of multimedia approach to education. She studies the characteristics of different stages and analyzes the notional changes in succession in the concept of 'multimedia'. Based on her analysis, she discusses the specific features of contemporary multimedia approach to education. The article is made up of four parts with discussions on four stages: audiovisual stage, stage of CAI; early stage of combination of multimedia and present stage. The first two parts were published in the last issue of this journal. This abstract is of the last two parts published in this issue. The article holds that the difference between the early stage of combination of multimedia and present stage lies in the later, which makes multimedia integrated into one synthetic system, complementary to each other in functions and attributes. In this integrated system of teaching, the equipment feature of a single medium waned away, while the attribute nature waxes gradually. Hence, the system of multimedia approach implies at least two notions. One lies in a variety of ways of presentation such as slides, audiotapes, movies etc, while the other is the multiple channels of stimuli the system can offer: pictures, charts, texts, voices and sounds and so on and so forth. Against the background of the modern information technology, the equipment features of the multimedia system fade away further. It can be a system of just a single machine, yet it can be a huge networking system too. Generally speaking, with the progress of multimedia technology, the concept of multimedia approach to education is very 'progressive' too. Because of this, as the article points out, we should make a full use of the technology, which provide quality pictures, images, navigation techniques, zooming in and zooming out effects, suitable sounds and animation, virtualized realities etc, in order to combine the concept of 'multimedia' in our education with modern information technology for a total multimedia approach. The author believes that it is still too early to discuss the specific features of multimedia approach, which has not matured yet. Nevertheless we can identify some from the tip of the iceberg. The first feature is the teaching concept of 'configuration', against which is the macroscopic background of multimedia information and audiovisual teaching. It is rather different from the microscopic background in the early stage, which aimed at transformation of knowledge. The second would be a new type of school. Different from the traditional teaching mode, which rely on teacher's teaching to complete the learning process, in multimedia approach, the interactions between students to students, students to teaching materials are greatly enhanced. Autonomous learning is thus greatly promoted. The third, indicated by information access to teaching, the digitalization of teaching materials and reference books, globalization of the teaching resources will bring great impact on every aspect of school education and cause radical shift from its traditional approaches. The above mentioned three features are long term goals, to reach which we still need to go through some stages in the course of it.
出处
《开放教育研究》
2000年第6期13-17,12,共6页
Open Education Research
