Rational Regression of Student-Centered Classroom Teaching - A Comparative Study of Multimedia Teaching and Traditional Methods in Senior High School Chemistry

Abstract

AbstractWith the support of computer information technology, classroom teaching is increasingly shifting from traditional blackboard presentation and on-site experiments to multimedia courseware teaching. In this paper, we study the teaching process of both of multimedia teaching and traditional methods in a lecture-based classroom. By studying the different psychological and behavioral characteristics of students in the two teaching methods, we analyze the characteristics and differences of the two teaching methods from qualitative to quantitative and discuss the advantages and shortcomings of each method. Using the principles of pedagogy, psychology, and educational psychology, we explain that multimedia courseware presentations can only be used as teaching aids in a student-centered classroom from multiple perspectives, including student psychology, student cognition, and classroom teaching art, while the rational return of traditional blackboard presentation should be an effective combination of scientific education and humanistic care.KeywordsStudent-centeredClassroom teachingMultimedia teachingComparative research