| The development of information technology is driving the innovation of education.In the National Medium and Long-term Education Reform and Development Plan(2010-2020),clear requirements have been put forward for education informatization,and audiovisual media teaching has been rapidly developed under the impetus of the policy.Relevant scholars have conducted extensive research on the development of curriculum resources,teaching functions,evaluation system and scope of application of audiovisual media teaching,but further studies still need to be carried out in different subjects in middle schools,such as the intervention effect of audiovisual media on students’ attention in geography classroom.For the different manifestations of attention in the classroom,which aspects should be intervened with audiovisual media? When to intervene? All of them need to be studied in more detail.As one of the leading factors in achieving an efficient classroom,an integrated study on audiovisual media and classroom attention can fully exploit the teaching function of audiovisual media and guarantee the level of classroom attention to improve learning efficiency and teaching effectiveness.This paper conducts the research in three aspects:First,as for the research background,the current situations of domestic and international studies about students’ attention and audiovisual media teaching are sorted out separately through literature review,which clarifies the significance of the study.Besides,their relevant concepts are still defined in this paper,and modern educational science theories such as audiovisual teaching theory,information processing theory,multimedia learning cognitive theory,audiovisual fatigue theory and the law of attention are used to construct the theories of audiovisual media teaching,geography subjects and classroom.The theoretical foundation of the dissertation is strengthened by building a bridge between the three aspects of audiovisual media teaching,geography,and classroom attention.Secondly,we focus on developing specific intervention strategies.At the beginning,through designing and then distributing questionnaires,the current situations of students’ attention in high school geography classrooms and their attitudes and views on audiovisual media teaching are investigated.Next,teachers’ understanding of the theoretical knowledge and practical application abilities about the laws of attention and audiovisual media teaching are known by analyzing teachers’ interview.Then,the problems of classroom attention and audiovisual media teaching in realities are clarified by summarizing the results of the questionnaires and interviews so as to develop some intervention strategies accordingly.To be more specific,based on a basic U-shaped relationship curve between attention and classroom time,the 40-minute classroom time is divided into three sections,corresponding to the four steps of introduction in the early stage,presentation and consolidation in the middle stage,and expansion in the late stage.Audiovisual media is used as a tool to intervene in different aspects of attention in different sessions,and it’s also clarified the scope and principles of the intervention strategy.Third,the practical testing of intervention strategies is emphasized.The conventional access to audiovisual media resources is organized in advance.Combined with teaching objectives and contents,after the collection and selection of appropriate audiovisual media teaching materials,conventional teaching cases and intervention teaching cases are designed for comparative teaching.And the actual teaching effects of intervention strategies are recorded and analyzed through classroom observation scales.This paper belongs to multimedia teaching research,and the content focuses on attention regulation in the process of multimedia teaching.Therefore,on the basis of combining theory and practice,the research on audiovisual media teaching and classroom attention intervention is carried out,which at the same time meets the requirements of developing information-based education in the new curriculum reform and the need of building an efficient classroom in the geography curriculum.Hopefully,it could play a positive part in optimizing geography teaching design and improving teachers’ professional skill level. |
