Symmetry for Multimedia-Aided Art Teaching Based on the Form of Animation Teaching Organization and Social Network

: Symmetries play a vital role in multimedia-aided art teaching activities. The relevant teaching systems designed with a social network, including the optimized teaching methods, are on the basis of symmetry principles. In order to study art teaching, from the perspective of the teaching organization form, combined with the survey method, multimedia-aided art classroom teaching was explained in detail. Based on the symmetrical thinking in art teaching, the multimedia-aided teaching mode of art classroom was discussed. The reasons for the misunderstanding of multimedia-aided art teaching were analyzed, and the core factors a ﬀ ecting the use of multimedia art teaching were found. In art teaching, more real pictures were shown aided by multimedia; students could experience the beauty of symmetrical things in real life and were guided to ﬁnd the artistic characteristics of these kinds of graphics, analyze them, and summarize them. The results showed that this method enriched the art multimedia teaching theory and improved the e ﬃ ciency of art teaching. The blind use of multimedia technology by teachers in art classroom teaching was avoided. Therefore, the method can develop individualized teaching, develop students’ potential, and cultivate innovative consciousness and practical ability.


Introduction
With the rapid development of science and technology, education reform needs to be deepened. The introduction of multimedia technology into the classroom is an important part of the modernization of education [1]. As a means of teaching organization, multimedia teaching uses multimedia to process text, image, sound, animation, and other information to form visualized teachings of sound, image, picture, and text [2]. It not only stimulates students' interest in learning, but also helps students understand and master the content of art teaching. The insufficiency of the traditional teaching methods such as intuitiveness, three-dimensionality and dynamic sense has been made up. Multimedia-aided art teaching also breaks the boundaries between time and space [3]. An open teaching environment has been established. The teaching activities of individualized teaching forms have been realized [4].
In art teaching, the application of multimedia-aided teaching aims to let students more intuitively feel the various forms of art and aesthetic characteristics. In the field of art, Frey once pointed out that symmetry means stillness and restriction, and asymmetry means movement and relaxation. The former has order and law, while the latter is arbitrary and accidental; the former is constrained by formality and restriction, while the latter has vitality, change, and freedom. When students use multimedia audio and video to feel the symmetry aesthetics in reality and see the symmetry of a work, they not only see its symmetrical external form, but also see its artistry. Hence, in addition to appreciation, they will be infected by the works, which will produce aesthetic pleasure and stimulate their creative thinking.

Social Network Media
In February 1997, the United States proposed in the "Education for the 21st Century" program that every 12-year-old student must be able to log on to the Internet. In 2000, all classrooms and libraries could connect to the Internet. In Japan, information technology courses are offered from elementary school to high school [14]. The hardware development of developed countries is fast, which lays a solid foundation for multimedia-aided teaching [15,16]. With the development of software engineering technology, education experts, psychologists and educators realize daily teaching experience and ideas through computers. Many teaching softwares have been developed. Through extensive dissemination and exchanges in various ways, the developed educational software industry and market in foreign countries have gradually formed [17].
China's multimedia-assisted teaching work started late. In the late 1980s, simple media-assisted teaching such as sound and picture synchronization slide projectors and projectors were used. In the early 1990s, multimedia computers became an embellishment in education and teaching by means of observation and teaching [18]. The reason why it is not widely available is that courseware development requires computer professional language. Most teachers do not have the ability to design courseware, and computer operations are not skilled [19]. With the increasing maturity and popularity of computer technology, teachers can use PPT to present electronic lectures and produce slides. The Internet can also provide a variety of information [20]. The interaction of knowledge in various disciplines and the rational use of educational resources have promoted the convergence of information technology and subject teaching.

Art Education
Students' interest in information technology courses has been improved. In addition, students should avoid being addicted to the Internet. The media supporting teaching becomes particularly important [21]. In terms of application value, people begin to attach importance to social networks. Social networking sites are platforms for communication and sharing. All social software should be provided for immediate and non-immediate communication. At the same time. It has storage and sharing capabilities. Due to the functional diversity, authenticity and interactivity of a social network, it has a large number of users and is favored by the majority of young people. The internet is a very suitable platform for students to study and communicate [22]. The concept of art classroom teaching is closely related to the art curriculum teaching theory. The content of the art course is used as an intermediary, and the multimedia role is implemented in the classroom teaching activities. It includes four organic components: teachers, students, curriculum, and resources and technology [23]. Art courses are carried out in accordance with certain teaching plans. The implementation of this plan cannot be separated from art classroom teaching in terms of teaching content, teaching materials, curriculum standards, subject setting, teaching activities, teaching processes, and other aspects [24]. It can also be said that art classroom teaching is the main way to implement art courses. The optimization of art classroom teaching is the theme of art education development.

Symmetry Thinking in Teaching
In the fields of art and architecture, the beauty that people pursue has the meaning of symmetry. Thus, all kinds of architecture, especially the ancient architecture of many nationalities, have high symmetry. The concept of symmetry is becoming more perfect. The earliest definition of symmetry is based on the frequent application of bilateral symmetry, and then there are various kinds of widely discussed symmetries. Generally, symmetry has two meanings: one is that symmetry means very symmetrical and harmonious, that is, indistinguishable. Symmetry, on the other hand, represents the harmony between several parts of the whole. In the process of teaching, teachers should consciously dig out the symmetrical beauty hidden in mathematical properties and theorems, guide students to Symmetry 2020, 12, 671 4 of 20 appreciate them, promote students' understanding and memory of properties and theorems, and stimulate students' interest in learning.
As man exists in the natural world and lives and produces replying on the natural world, it is inevitable to have a certain closeness to nature. Meanwhile, it means that man can't get rid of the natural attributes, and will be affected by them in all aspects. It is the existence of such a "natural attribute" of man that can unconsciously consider or choose the objects or shapes close to the natural form first. Then, it can be applied to human art and life. It is under the influence of this natural attribute that art creation has a strange natural sensitivity to symmetrical forms. In the production and artistic creation, symmetrical thinking will be projected into the present things through the role of self-subconscious, forming the "symmetry" phenomenon that can be seen everywhere in daily necessities and artistic works. Symmetrical beauty can be said to be a kind of formal beauty found when human beings have the consciousness and concept of beauty. The concept of symmetry has existed in people's unconsciousness. It is a subconscious memory of things that frequently appear around people in their long life and study. It is not only an "imaginary simulation" of nature, but also an "original understanding" of self-body. As an external form of design language, symmetry is first connected with human vision. When students watch the works of art containing symmetry factors, they will feel the aesthetic habits they are in line with. They will also feel happy and excited psychologically and spread their own artistic creation thinking.

Application of Multimedia Technology in Teaching
First, multimedia-assisted instruction needs to select audio and video that are in line with the course content, helpful for breakthrough of difficulties and key understanding, and use multimedia technology for effect processing. It can be edited according to the current popular video style to show the dynamic and gorgeous presentation effect of block rhythm, and it can be played alone or combined into the PPT. The multimedia audio and video technology that students are generally interested in are directly displayed. In the teaching process, it is regarded as the extended content of teaching, and students are encouraged to display the art of teaching results. The smart classroom utilizes mobile terminals, iPad and other tools to record students' classroom performance, and helps emphasize classroom feedback, strengthen and consolidate the teaching content, and help students better master art skills.
Multimedia audio and video virtual classroom refers to the virtual teaching environment constructed by multimedia audio and video technology, which can be realized by using a network platform to create a virtual classroom. Teachers have the right to set permissions. Students enter the virtual teaching activities after obtaining the permission to listen, which is similar to the teaching method of the multimedia terminal. In the virtual classroom, teachers use the audio and video technology of the network platform to change the content that cannot be displayed on the blackboard in the traditional classroom teaching. By using a virtual classroom to carry out art teaching content, students can learn in the multimedia classroom, and teachers adopt a small class system or the same similar specialty to carry out professional art education, which benefits teachers to guide students' on-site teaching.

Characteristics of Art Education and Multimedia Teaching
Art education books and art interest books have a common feature. There are more illustrations than words in the book. Art is also called "plastic art" or "visual art". Through the picture, the author expresses the environment and mood at that time. Through the perception of the picture, combined with the experience, it is a feeling and a kind of association transmitted to the brain. The teaching of art knowledge is inseparable from the language, but the connotation of "art language" that only uses eyes to see and uses the mind to feel can only be spoken by art works. Sometimes, language does not fully express the mood and feelings of the time. In the current art classroom teaching, teachers often spend only 10 min to read the text. The remaining two-thirds of the time, the student completes the class Symmetry 2020, 12, 671 5 of 20 assignment. Many students take drawing as a task to accomplish. They only pursue speed, not quality. If the goal is only to complete the homework, the art class will abandon the image. Students experience visual thinking activities of plastic art works, which provides an opportunity to gain knowledge directly from art works. However, art education is not only the completion of the work. More importantly, visual sensibility is developed and aesthetic aptitude is cultivated. The classroom is actually centered around the teacher. All teaching designs are centered around teaching, and students are passively accepted most of the time. The initiative and enthusiasm of students are difficult to play, which is not conducive to the creativity and imagination of students in art learning.
Most of the teaching modes adopted by network teaching are real-time synchronous teaching modes based on video meeting and non-real-time asynchronous teaching modes based on Web. Real-time network teaching mainly uses a video conference system to transmit video and audio to build a distributed classroom. Teachers and students conduct "real classroom" teaching activities in a virtual space. The teacher's voice, video and other information in the teaching activities are transmitted to the student's terminal in real time. Students can receive teaching information and communicate with other students. At the same time, teachers can receive feedback from students in real time. This model is called a teacher-oriented learning model. In the web-based asynchronous teaching mode, the teacher deposits the teaching resources on the web server, and the students independently conduct course learning, questioning, homework, and exams at any time. Students communicate with teachers or other students through the computer network. The current teaching programs of this model are: video on demand, audio on demand, email, BBS, and newsgroups. Therefore, this teaching model is called a student-oriented learning model.

Survey Object of Multimedia Technology Assisted Art Teaching
The survey covered 2048 students in the art profession. In the form of questionnaires, the survey was conducted on the basic situation of teachers in the use of multimedia teaching, the level of production and use of teaching materials, the teaching effect and influencing factors, the status of teaching equipment, existing problems, and suggestions for improvement. The questionnaire contains a total of 22 multiple-choice questions for the respondents to choose or answer. A total of 2048 questionnaires were distributed and 1,867 valid responses were collected. More than 90% of respondents made a complete selection of multiple-choice questions (See Appendices A and B).
There are 72 professional teachers in art design in a vocational middle school in Fujian. In May 2018, a total of 72 questionnaires were distributed to first-line art design teachers. Sixty-nine valid rolls were recovered and statistics were provided for each answer sheet. At the same time, the investigation was conducted in conjunction with individual teacher interviews, small symposiums, and lectures. The survey content mainly involves three aspects: The first is the teacher's view on the use of multimedia teaching. The second is the comparison between multimedia teaching and traditional teaching effects. The third is the use of multimedia in daily teaching. After the preliminary qualitative analysis of the questionnaire, quantitative analysis is a further made on the questionnaire. First, the questionnaire is quantified, and then the quantitative data is used for analysis. SPSS software is used for frequency statistics and descriptive analysis of statistical data.

Application of Multimedia Technology in Art Teaching
At present, in a vocational middle school in Fujian, all classrooms are equipped with multimedia equipment. Teachers in art and design are gradually using more multimedia-assisted instruction.
Regarding the use of multimedia in daily teaching, the following questions were raised on the questionnaire to the frontline teachers. Through the teacher's answer, a specific analysis was made. Multimedia teaching in a vocational middle school in Fujian has become more popular. Seventy-two percent of teachers can often use multimedia teaching methods. About 18% of teachers rarely use Symmetry 2020, 12, 671 6 of 20 multimedia teaching. These teachers need training. Schools should also introduce policies to encourage them to adopt multimedia teaching methods in their teaching. The specific results are shown in Figure 1: Multimedia teaching in a vocational middle school in Fujian has become more popular. Seventy-two percent of teachers can often use multimedia teaching methods. About 18% of teachers rarely use multimedia teaching. These teachers need training. Schools should also introduce policies to encourage them to adopt multimedia teaching methods in their teaching. The specific results are shown in Figure 1: The work of a vocational secondary school teacher in Fujian using multimedia-assisted instruction was carried out earlier. About 60% of teachers have more than 2 years of multimedia teaching (including 2 years). However, some teachers also started using multimedia teaching late. Twenty-one percent of teachers have conducted multimedia teaching for less than 1 year. The specific results are shown in Figure 2. According to statistics, most teachers prefer to use multimedia teaching methods. Among them, 27% of teachers are very fond of it, which fully shows that teachers are very welcome to use multimedia teaching methods. The specific results are shown in Figure 3: The work of a vocational secondary school teacher in Fujian using multimedia-assisted instruction was carried out earlier. About 60% of teachers have more than 2 years of multimedia teaching (including 2 years). However, some teachers also started using multimedia teaching late. Twenty-one percent of teachers have conducted multimedia teaching for less than 1 year. The specific results are shown in Figure 2. Multimedia teaching in a vocational middle school in Fujian has become more popular. Seventy-two percent of teachers can often use multimedia teaching methods. About 18% of teachers rarely use multimedia teaching. These teachers need training. Schools should also introduce policies to encourage them to adopt multimedia teaching methods in their teaching. The specific results are shown in Figure 1: The work of a vocational secondary school teacher in Fujian using multimedia-assisted instruction was carried out earlier. About 60% of teachers have more than 2 years of multimedia teaching (including 2 years). However, some teachers also started using multimedia teaching late. Twenty-one percent of teachers have conducted multimedia teaching for less than 1 year. The specific results are shown in Figure 2. According to statistics, most teachers prefer to use multimedia teaching methods. Among them, 27% of teachers are very fond of it, which fully shows that teachers are very welcome to use multimedia teaching methods. The specific results are shown in Figure 3: According to statistics, most teachers prefer to use multimedia teaching methods. Among them, 27% of teachers are very fond of it, which fully shows that teachers are very welcome to use multimedia teaching methods. The specific results are shown in Figure 3: Currently, most of the courses are conducted in multimedia. Sixty-two percent of teachers use multimedia organization, and this situation is basically normal. In teaching, the use of multimedia should be considered according to a number of factors such as teaching objectives, teaching content, and student conditions. It should not be uniform. Multimedia-assisted instructional technology should be used rationally. The specific results are shown in Figure 4:  Currently, most of the courses are conducted in multimedia. Sixty-two percent of teachers use multimedia organization, and this situation is basically normal. In teaching, the use of multimedia should be considered according to a number of factors such as teaching objectives, teaching content, and student conditions. It should not be uniform. Multimedia-assisted instructional technology should be used rationally. The specific results are shown in Figure 4: Judging from the multimedia use of front-line teachers in daily teaching, most teachers use multimedia devices when organizing teaching. On the one hand, the school conforms to the development of the times and advocates the use of multimedia-assisted teaching by teachers; on the other hand, the use of multimedia has replaced some of the teachers' explanations to some extent. The focus of teaching is emphasized. Teaching difficulties are solved. The tedious explanation time is simplified. In this way, teachers have more time to easily guide students to learn. Multimediaassisted art teaching has been welcomed by most teachers. Therefore, the status quo of teachers using multimedia teaching is explored.

The status quo of teachers using multimedia teaching
With the development of society and the world economy, information technology has become a major trend of development. People's lifestyles are also rapidly changing due to the development of network technology and multimedia technology. Multimedia technology has also had a profound   Currently, most of the courses are conducted in multimedia. Sixty-two percent of teachers use multimedia organization, and this situation is basically normal. In teaching, the use of multimedia should be considered according to a number of factors such as teaching objectives, teaching content, and student conditions. It should not be uniform. Multimedia-assisted instructional technology should be used rationally. The specific results are shown in Figure 4: Judging from the multimedia use of front-line teachers in daily teaching, most teachers use multimedia devices when organizing teaching. On the one hand, the school conforms to the development of the times and advocates the use of multimedia-assisted teaching by teachers; on the other hand, the use of multimedia has replaced some of the teachers' explanations to some extent. The focus of teaching is emphasized. Teaching difficulties are solved. The tedious explanation time is simplified. In this way, teachers have more time to easily guide students to learn. Multimediaassisted art teaching has been welcomed by most teachers. Therefore, the status quo of teachers using multimedia teaching is explored.

The status quo of teachers using multimedia teaching
With the development of society and the world economy, information technology has become a major trend of development. People's lifestyles are also rapidly changing due to the development of network technology and multimedia technology. Multimedia technology has also had a profound  Judging from the multimedia use of front-line teachers in daily teaching, most teachers use multimedia devices when organizing teaching. On the one hand, the school conforms to the development of the times and advocates the use of multimedia-assisted teaching by teachers; on the other hand, the use of multimedia has replaced some of the teachers' explanations to some extent. The focus of teaching is emphasized. Teaching difficulties are solved. The tedious explanation time is simplified. In this way, teachers have more time to easily guide students to learn. Multimedia-assisted art teaching has been welcomed by most teachers. Therefore, the status quo of teachers using multimedia teaching is explored.

The Status Quo of Teachers Using Multimedia Teaching
With the development of society and the world economy, information technology has become a major trend of development. People's lifestyles are also rapidly changing due to the development of network technology and multimedia technology. Multimedia technology has also had a profound impact on the education community, which has transformed the organizational form of classroom teaching. Teaching and learning methods have been changed. A new form of modern information technology and discipline integration has been produced. From the current situation of multimedia-assisted teaching, multimedia teaching has its obvious advantages. This is conducive to improving the teaching level, the overall quality of students, and the quality of teaching. In order to more clearly understand the current state of multimedia-assisted art teaching, multimedia can reasonably assist teaching. The actual investigation was carried out. Questionnaire questions were designed. According to their answers, each question was counted and analyzed.
Most students believe that it is important to learn art design and advanced external device configurations (such as software, hardware, facilities, etc.). Eleven percent of students believe that they must learn art design and match the advanced external equipment without a husband. The specific results are shown in Table 1. The necessity of multimedia teaching in professional courses is being studied. Forty-eight percent of students believe that it is necessary to use multimedia teaching in professional courses. Twenty-two percent of students believe that some courses need to use multimedia teaching, which shows that most students are welcome to use the current multimedia. However, 30% of students believe that there is no need to apply multimedia teaching. The teaching effect is not much different. The specific results are shown in Figure 5. impact on the education community, which has transformed the organizational form of classroom teaching. Teaching and learning methods have been changed. A new form of modern information technology and discipline integration has been produced. From the current situation of multimediaassisted teaching, multimedia teaching has its obvious advantages. This is conducive to improving the teaching level, the overall quality of students, and the quality of teaching. In order to more clearly understand the current state of multimedia-assisted art teaching, multimedia can reasonably assist teaching. The actual investigation was carried out. Questionnaire questions were designed. According to their answers, each question was counted and analyzed. Most students believe that it is important to learn art design and advanced external device configurations (such as software, hardware, facilities, etc.). Eleven percent of students believe that they must learn art design and match the advanced external equipment without a husband. The specific results are shown in Table 1. The necessity of multimedia teaching in professional courses is being studied. Forty-eight percent of students believe that it is necessary to use multimedia teaching in professional courses. Twenty-two percent of students believe that some courses need to use multimedia teaching, which shows that most students are welcome to use the current multimedia. However, 30% of students believe that there is no need to apply multimedia teaching. The teaching effect is not much different. The specific results are shown in Figure 5. The popularity of using multimedia display images and live demonstrations was investigated while teachers were teaching. The survey results show that the majority of students (69%) believe that the form of multimedia presentation is more acceptable. Thirty-one percent of students believe that the form of teacher demonstration is more acceptable. This shows that the traditional teaching organization also has its great advantages. In the teaching process, the traditional teaching organization form cannot be abandoned. The rational combination of the two should be achieved. The specific results are shown in Table 2.  The popularity of using multimedia display images and live demonstrations was investigated while teachers were teaching. The survey results show that the majority of students (69%) believe that the form of multimedia presentation is more acceptable. Thirty-one percent of students believe that the form of teacher demonstration is more acceptable. This shows that the traditional teaching organization also has its great advantages. In the teaching process, the traditional teaching organization form cannot be abandoned. The rational combination of the two should be achieved. The specific results are shown in Table 2. According to the statistics of the above table, 69% of the students can practice at the teacher's request. Thirty-one percent of the students did not practice as required by the teacher and did something that would affect learning. This shows that teachers should strengthen their sense of responsibility and strengthen classroom management to ensure that teaching is carried out in an orderly manner. Students should not be addicted to the Internet, which affects the development of mind and body. The specific results are shown in Figure 6. According to the statistics of the above table, 69% of the students can practice at the teacher's request. Thirty-one percent of the students did not practice as required by the teacher and did something that would affect learning. This shows that teachers should strengthen their sense of responsibility and strengthen classroom management to ensure that teaching is carried out in an orderly manner. Students should not be addicted to the Internet, which affects the development of mind and body. The specific results are shown in Figure 6. According to the survey results, most of the students can listen when teachers use multimedia to organize teaching. This shows that the use of multimedia teaching can enhance students' interest in learning. However, some students do not take classes seriously, and the reasons for this are also to be studied. The specific results are shown in Figure 7.

Students' views on the use of multimedia teaching
With the development of multimedia-assisted art classroom teaching, students have some opinions on this form of teaching: According to the survey results, most of the students can listen when teachers use multimedia to organize teaching. This shows that the use of multimedia teaching can enhance students' interest in learning. However, some students do not take classes seriously, and the reasons for this are also to be studied. The specific results are shown in Figure 7. According to the statistics of the above table, 69% of the students can practice at the teacher's request. Thirty-one percent of the students did not practice as required by the teacher and did something that would affect learning. This shows that teachers should strengthen their sense of responsibility and strengthen classroom management to ensure that teaching is carried out in an orderly manner. Students should not be addicted to the Internet, which affects the development of mind and body. The specific results are shown in Figure 6. According to the survey results, most of the students can listen when teachers use multimedia to organize teaching. This shows that the use of multimedia teaching can enhance students' interest in learning. However, some students do not take classes seriously, and the reasons for this are also to be studied. The specific results are shown in Figure 7.

Students' views on the use of multimedia teaching
With the development of multimedia-assisted art classroom teaching, students have some opinions on this form of teaching:

Students' Views on the Use of Multimedia Teaching
With the development of multimedia-assisted art classroom teaching, students have some opinions on this form of teaching: When asked about the question "What do you think is decisive in classroom teaching?" 54% of students think that the decisive role in classroom teaching is the teacher's teaching skills. Thirty-four percent of students believe that teachers' modern teaching methods are very important. Twenty-two percent of students believe that the attraction of the course itself is the most important. More than half of the students chose the "teacher's teaching skills." This shows that in the process of organizing classroom teaching, the leading role of teachers is irreplaceable.
When asked about the use of multimedia to organize classroom teaching, students' learning attitudes have not changed. More than 70% of students think that their learning attitude has changed. This shows that multimedia organization teaching can promote students' learning. Of course, 19% of students choose to use multimedia to organize classroom teaching, and their learning attitude has not changed much. Nine percent of students think that their learning attitude has not changed. This means that any form of teaching is not omnipotent. It must be reasonably combined with other forms of teaching in order to be accepted by students. When investigating the question of how students believe that multimedia teaching is effective in understanding and mastering knowledge, 69% of students believe that multimedia teaching is effective in promoting knowledge understanding and mastery. Multimedia makes up for the insufficiency of traditional teaching methods such as intuitiveness, stereoscopic effect and dynamics. Some incomprehensible knowledge is presented in the form of pictures, which is convenient for understanding and mastering knowledge.
Sixty-nine percent of students believe that multimedia teaching is effective in promoting an active classroom atmosphere and improving interest in learning. However, 22% of students think that it is not very good, and 11% of students think that it is purely watching. This shows that the structure should be reasonable when using multimedia to organize teaching. Teachers should not only focus on form but on teaching content. Regarding the effect of multimedia teaching on promoting communication between teachers and students, 35% of students believe that multimedia teaching has a better effect in promoting communication between teachers and students. Thirty-two percent of students think that the effect is average; 22% of students think it is not very good; and 11% of students believe that the teaching effect is bad. This shows that multimedia teaching has affected the communication between teachers and students to a certain extent. The original "human-human communication" became "human-machine communication". This is not conducive to the transmission and reception of knowledge and the improvement of students' knowledge level. Furthermore, the quality of teaching is affected. The specific results are shown in Figure 8. The survey results show that multimedia-assisted art teaching can stimulate students' interest in learning and activate the classroom atmosphere. To a certain extent, the teaching effect is improved. However, there are also some problems. In the application of multimedia technology, the overall design of teaching content is ignored. The proficiency of teachers in using multimedia courseware needs to be improved. Some students believe that multimedia teaching cannot be overemphasized. They should be used in appropriate teaching activities. Otherwise, multimediaaided instruction is best not to be used. If multimedia teaching is used frequently, teachers become lazy and students become dull. When playing the teaching courseware, the curtains should be pulled up, the classroom is black and dark. After the last few lessons, many students were sleepy and the teaching effect was very poor. In addition, there are problems with multimedia teaching equipment. Students also have their own opinions on the level of design and production of multimedia courseware used by teachers. Thirty-one percent of the students believe that the teacher's courseware design and production level is relatively high. However, nearly half of the students believe that the teacher's courseware design and production level is not high, or even poor. The design and production quality of teachers' multimedia courseware is an important factor affecting the effectiveness of classroom teaching. Therefore, when designing and producing multimedia courseware, teachers cannot simply use multimedia teaching as a means to reduce labor intensity. Courseware must be centered around teaching content. Content must be novel, refined, and focused. The blind use of multimedia technology should be avoided.
The survey results show that multimedia-assisted art teaching can stimulate students' interest in learning and activate the classroom atmosphere. To a certain extent, the teaching effect is improved. However, there are also some problems. In the application of multimedia technology, the overall design of teaching content is ignored. The proficiency of teachers in using multimedia courseware needs to be improved. Some students believe that multimedia teaching cannot be overemphasized. They should be used in appropriate teaching activities. Otherwise, multimedia-aided instruction is best not to be used. If multimedia teaching is used frequently, teachers become lazy and students become dull. When playing the teaching courseware, the curtains should be pulled up, the classroom is black and dark. After the last few lessons, many students were sleepy and the teaching effect was very poor. In addition, there are problems with multimedia teaching equipment. These issues have yet to be identified.

Effective Strategies for Organizing Art Teaching in Multimedia
To do a good job in multimedia teaching, the advantages of traditional teaching should be fully utilized. Courseware is designed and produced well, and the teaching content is carefully organized, and the teaching materials are properly handled to achieve outstanding focus [25][26][27]. The actual requirements of teaching are followed. Multimedia technology should not be used blindly. Teachers should make full use of multimedia pictures, images, sounds, texts, and other technical means to visually and vividly display the teaching content. Students' sights, hearings and other organs are stimulated. The student's attention is concentrated and the interest in learning is stimulated. However, if blindly abusing the various signal, such as sound, light, electricity, etc., some invalid information is too much, and the courseware is too fancy, it will cause the audience to distract, dilute the theme of the teaching content, and affect the teaching objectives [28]. Teachers should try to combine the advantages of traditional teaching with multimedia teaching. For example, when referring to the focus of this lesson, teachers can use chalk to make appropriate books, which not only attracts students' attention, but also provides an appropriate time to record and digest what they have learned [29,30].
Some teachers in school do not adapt to the requirements of current art multimedia teaching, and the operating technology is not skilled. Teachers should be familiar with the device operating system when using multimedia teaching. Equipment failure can affect classroom teaching. Individual teachers also refuse to learn this new technology and do not pursue personal development. A good multimedia class teacher should have four conditions: rich teaching experience, dedicated dedication, skilled multimedia production technology, and operation of multimedia teaching equipment. Schools must use new ideas, new theories, and new technologies to arm front-line teachers and strengthen training for teachers. It is necessary to help teachers establish a correct teaching concept, understand the characteristics of multimedia teaching, and improve the information technology quality of teachers. The art discipline pays attention to the cultivation of aesthetic ability, practical ability and creative ability [31]. When teachers use multimedia to organize teaching, they should talk and practice, and give students time and space to think. Courseware should not pile up excessive information. Otherwise, class will be like watching a movie and students do not have enough time to think. According to the students' knowledge level and ability to accept, the content of the class is arranged in a planned way to avoid the phenomenon of machine filling. Students' enthusiasm for learning is motivated, and they can understand knowledge while receiving knowledge [32][33][34]. Teachers should not only cultivate students' good learning ability, but also pay attention to students' self-reflection adjustment ability, especially when using modern teaching methods such as multimedia networks. On the one hand, it guides students to the ability to process information; on the other hand, it also trains students to learn and exercise their self-monitoring ability. The network provides a wide range of learning resources, but it is an open world filled with negative and unhealthy information. For example, in a classroom instruction, when a teacher asks a student to search for a picture of a "Venus" portrait, some unhealthy pages may be presented to the student [35]. They will browse the contents out of curiosity, which will have a negative impact on students with poor judgment. It is not conducive to their formation of correct aesthetics and noble moral sentiments. Therefore, teachers should adhere to positive education and strengthen classroom management in classroom teaching.
In recent years, the number of school multimedia classrooms and multimedia teaching equipment has increased rapidly. Existing teaching resources are used to create better teaching benefits. The management of multimedia classrooms has been strengthened. The multimedia teaching facilities are regularly maintained and updated to ensure their normal operation. This is a problem that deserves serious research and resolution by relevant departments [36][37][38]. First of all, the correct teaching philosophy has been established. Multimedia is used as a teaching aid. Overall management has been strengthened and new situations have been continuously studied. The new issue has been resolved. Multimedia teaching management has been standardized and institutionalized to promote the healthy development of multimedia teaching. Capital investment has been increased to comprehensively improve the equipment level of multimedia teaching. The soundproofing of the multimedia classroom has been solved. There is no mutual interference between multimedia classrooms. Outstanding problems such as poor maintenance of multimedia devices has been resolved. Second, the construction of multimedia teaching hardware equipment has been promoted. Third, in order to ensure the smooth flow of the network and information system, the maintenance of the multimedia teaching system has been greatly strengthened. Finally, the construction of multimedia teaching resources has been strengthened and a resource sharing mechanism established. In order to provide rich resources and communication platforms, low-level repetitive development has been reduced, and the waste of teaching resources is avoided. Schools should strengthen the construction of multimedia teaching resources.
At present, a variety of teaching organizations coexist. Each teaching organization has its own advantages and disadvantages, and there is no omnipotent teaching organization. When choosing the teaching organization form, in accordance with the principle of teaching practice, teachers should try to use various teaching organization forms in the teaching practice in a planned and orderly manner when organizing teaching [39,40]. The advantages and disadvantages of several common forms of teaching organization have been clarified. The advantages and disadvantages of various forms of teaching organization have been comprehensively utilized and optimized. In this way, the advantages of each form of teaching organization are played, and its own disadvantages are overcome to achieve true optimization of teaching effects. The use of multimedia-assisted art teaching also has advantages and disadvantages. Reasonable use will improve the classroom teaching effect and teaching quality. Therefore, the characteristics of multimedia technology have been analyzed [41][42][43]. Starting from the teaching practice, media technology and art disciplines are closely combined to enhance the appeal and persuasiveness of art education, and to stimulate students' interest in learning and motivation. Personalized teaching has been developed. The potential of the students is tapped. Innovative awareness and practical ability are cultivated to achieve good teaching results.

Conclusions
In teaching, teachers should consciously dig out the symmetrical beauty hidden in mathematical properties and theorems, guide students to appreciate them, promote students' understanding and memory of properties and theorems, and stimulate students' interest in learning. When students create art, symmetrical thinking will be projected into the things on the scene through the role of the self-subconscious, forming the "symmetry" phenomenon that can be seen everywhere in daily necessities and art works. From the perspective of teaching organization, the situation of multimedia-assisted art classroom teaching has been observed. Teachers and students of a vocational middle school in Fujian were investigated and interviewed. The problems in multimedia-aided art classroom teaching have been discussed. The survey results show that in the comparison between traditional teaching methods and multimedia teaching methods, more than half of the students think that the multimedia teaching method is more acceptable. More than half of the teachers and students believe that multimedia-assisted art teaching can help stimulate students' interest in learning, activate the classroom atmosphere, and motivate students to learn. Teaching efficiency is improved and the teaching effect is good. For students, multimedia-aided art teaching can stimulate their interest in learning, activate the classroom atmosphere, and improve the teaching effect to a certain extent. However, there are some problems in multimedia-aided teaching. Some students think that in the application of multimedia technology, teachers ignore the overall design of teaching content, and the ability of making multimedia courseware needs to be improved, so that it is more suitable for teaching activities. In this regard, the reason should be found. This will help to use multimedia organization teaching more rationally in future teaching. In the next step, the important role of multimedia teaching methods in other subject areas will be studied.

Conflicts of Interest:
The author declares no conflict of interest. It's not necessary C.
There's not much difference D.
In some courses, it is necessary. talk to your deskmate in a low voice. 9. What do you think of the effect of multimedia teaching in promoting the understanding and mastery of knowledge?
A. quite good B. good C.
just so so D.
Some courses are good, but some courses are not good. E. poor.
10. What do you think of the effect of multimedia teaching in enlivening classroom atmosphere and improving learning interest?
A. quite good B. good C.
just so so D.
not good E.
just for fun 11. What do you think of the effect of multimedia teaching in promoting communication between teachers and students?
A. quite good B. good C.
just so so D.
not good E. poor.
12. What do you think of the design and production level of multimedia courseware used by teachers?
A. quite high B. high C.
just so so D. low E. poor 13. From the perspective of teachers' teaching, the main reasons affecting the effectiveness of multimedia teaching are as follows: A.
Lessons preparation is not serious B.
Sitting position is not proficient in teaching C.
Operating skills are not proficient D.
Low level of courseware production E.
Teachers do not pay attention to students' reactions, only focus on demonstration courseware most of the time.
14. Considering from the perspective of students' learning, the main reasons affecting the effectiveness of multimedia teaching are as follows: A. not accustomed to multimedia teaching B.
Audio and video influence attention C.
It is difficult to grasp teachers' ideas D.
Too much courseware makes it difficult keep up with the speed of lectures E.
Multimedia teaching will increase the inertia of teachers and lead to electronic "full house irrigation" F.
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.
15. Considering from the point of view of equipment, the main reasons affecting the effectiveness of multimedia teaching are as follows: A.
The computer often breaks down B.
The sound effect is not good C.
The projection effect is not good. D.
Sound insulation effect is poor, and each classroom affects each other E.
other factors 16. The measures taken by the teachers when the computer fails or they forget to bring multimedia courseware are as follows: A. use standby teaching plan blackboard and give demonstration lectures B.
lecturing without a lesson plan C. ask someone to repair or retrieve the courseware before giving lectures D.
do not lecture, let students do homework and study by themselves, teacher counseling and answering questions E.
no lectures. let students study and do homework by themselves. Teachers leave the classroom. 17. When teachers use multimedia in class, which of the following phenomena is more prominent? A.
Replace the content of courseware with the catalogue of textbooks B.
Often replacing class with audio-visual C.
Projecting directly from textbooks or handouts D.
not using courseware, only using sound reinforcement equipment. E.
use courseware with pictures and texts, prominent emphasis and clear organization in class F. use courseware with poor quality to teach 18. How do you think multimedia can be used better in teaching? A.
give priority to multi-media display, less explanation B.
use multi-media to teach completely C.
Do not use multimedia at all or less. The traditional explanation is mainly carried out. D.
It depends on the content of the course and should be combined reasonably. 19. Why do you think the use of multimedia technology has brought you closer to your teachers?
A. Teachers and students have more time to communicate, discuss B.
The media role of multimedia 20. Why do you think the use of multimedia technology has alienated you from your teachers?
A. Teachers and students do not have more time to communicate, discuss B.
Teachers become obstacles to multimedia operators C. multimedia obstacles 21. When you encounter problems in your own learning process, the way you seek answers is: A. asking teacher through the internet, B.
finding teacher's face-to-face answer C.
asking classmate through the internet D.
finding information through the internet