Symmetry for Multimedia-Aided Art Teaching Based on the Form of Animation Teaching Organization and Social Network
Abstract
:1. Introduction
2. Literature Review
2.1. Multimedia-Aided Teaching
2.2. Symmetrical Thinking in Multimedia Art Teaching
2.3. Social Network Media
2.4. Art Education
3. Methodology
3.1. Symmetry Thinking in Teaching
3.2. Application of Multimedia Technology in Teaching
3.3. Characteristics of Art Education and Multimedia Teaching
3.4. Survey Object of Multimedia Technology Assisted Art Teaching
4. Results and Discussion
4.1. Application of Multimedia Technology in Art Teaching
4.2. The Status Quo of Teachers Using Multimedia Teaching
4.3. Students’ Views on the Use of Multimedia Teaching
4.4. Effective Strategies for Organizing Art Teaching in Multimedia
5. Conclusions
Funding
Conflicts of Interest
Appendix A. Questionnaire on Multimedia Organizational Teaching of Front-line Teachers
- a lot
- general
- seldom
- never
- less than one year
- about one year
- about two years
- more than two years
- very much
- just so so
- dislike
- hate
- all of them
- some of them
- none of them
- yes
- no
- a little
- decrease the students’ interest instead
- obvious
- general
- not obvious
- the effect is worse.
- poor sound insulation between classrooms
- low grade
- cumbersome operation
- poor management
- homemade
- purchasing
- downloading
- downloading and remanufacturing online
- overdependence on multimedia to dilute teachers’ leading role
- The application ability of multimedia technology is not strong enough
- not conducive to the development of students’ thinking ability
- Some teachers have deviations in their teaching concepts (abuse or non-use)
- Too much information makes students cannot keep up with the speed of lecture, and less students attend the lecture. They copy the courseware after class.
Appendix B. Questionnaire on Multimedia-aided Instruction in Art Classroom
- disagree
- indifferent
- agree
- It’s necessary
- It’s not necessary
- There’s not much difference
- In some courses, it is necessary.
- Multimedia is used to display pictures
- by teachers’ demonstration
- Both of them are easy to accept.
- great change
- a little change
- little change
- no change
- very interesting
- interesting
- just so so
- not interesting
- quite good
- good
- just so so
- not good
- bad
- practice as required by teachers
- play games
- chat on QQ
- watch online movies
- listen carefully
- listen carefully, but occasionally, you are distracted
- stunned, idle
- sleepy
- talk to your deskmate in a low voice.
- quite good
- good
- just so so
- Some courses are good, but some courses are not good.
- poor.
- quite good
- good
- just so so
- not good
- just for fun
- quite good
- good
- just so so
- not good
- poor.
- quite high
- high
- just so so
- low
- poor
- Lessons preparation is not serious
- Sitting position is not proficient in teaching
- Operating skills are not proficient
- Low level of courseware production
- Teachers do not pay attention to students’ reactions, only focus on demonstration courseware most of the time.
- not accustomed to multimedia teaching
- Audio and video influence attention
- It is difficult to grasp teachers’ ideas
- Too much courseware makes it difficult keep up with the speed of lectures
- Multimedia teaching will increase the inertia of teachers and lead to electronic “full house irrigation”
- When using multimedia to teach, we are too busy taking notes to listen to the teacher’s classroom analysis and interact with the teacher, so we can’t give timely feedback.
- The computer often breaks down
- The sound effect is not good
- The projection effect is not good.
- Sound insulation effect is poor, and each classroom affects each other
- other factors
- use standby teaching plan blackboard and give demonstration lectures
- lecturing without a lesson plan
- ask someone to repair or retrieve the courseware before giving lectures
- do not lecture, let students do homework and study by themselves, teacher counseling and answering questions
- no lectures. let students study and do homework by themselves. Teachers leave the classroom.
- Replace the content of courseware with the catalogue of textbooks
- Often replacing class with audio-visual
- Projecting directly from textbooks or handouts
- not using courseware, only using sound reinforcement equipment.
- use courseware with pictures and texts, prominent emphasis and clear organization in class
- use courseware with poor quality to teach
- give priority to multi-media display, less explanation
- use multi-media to teach completely
- Do not use multimedia at all or less. The traditional explanation is mainly carried out.
- It depends on the content of the course and should be combined reasonably.
- Teachers and students have more time to communicate, discuss
- Teachers’ role diversifies
- The media role of multimedia
- Teachers and students do not have more time to communicate, discuss
- Teachers become obstacles to multimedia operators
- multimedia obstacles
- asking teacher through the internet,
- finding teacher’s face-to-face answer
- asking classmate through the internet
- finding information through the internet
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Option | Number | Percentage |
---|---|---|
Agree | 1020 | 55% |
Be noncommittal | 640 | 34% |
Disagree | 207 | 11% |
Option | Number | Percentage |
---|---|---|
Using multimedia to show pictures | 1286 | 69% |
Teacher demonstration | 581 | 31% |
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Xie, Z. Symmetry for Multimedia-Aided Art Teaching Based on the Form of Animation Teaching Organization and Social Network. Symmetry 2020, 12, 671. https://doi.org/10.3390/sym12040671
Xie Z. Symmetry for Multimedia-Aided Art Teaching Based on the Form of Animation Teaching Organization and Social Network. Symmetry. 2020; 12(4):671. https://doi.org/10.3390/sym12040671
Chicago/Turabian StyleXie, Zheng. 2020. "Symmetry for Multimedia-Aided Art Teaching Based on the Form of Animation Teaching Organization and Social Network" Symmetry 12, no. 4: 671. https://doi.org/10.3390/sym12040671