When I was in primary school, I learned an axiom that “between two points, the line segment is theshortest”. What impressed me was that the teacher didn’t tell us the answer outright, but took us outside. He told us that if there was a competition now, the destination would be the big banyan tree in front of the laboratory building opposite the classroom, and the first one would be the first one.
The competition is divided into three groups and carried out simultaneously according to three different routes: the first group crosses the flower bed and reaches the destination in a straight line; The second group goes around the fence next to the office building on the right and then to the destination; The third group goes around the flag-raising platform on the left and then to the destination. The teacher took us through the three groups of routes one by one, and asked us if this competition was fair. We immediately shouted, “It’s not fair. The first group ran the shortest and the longest distance.” The teacher asked again, “Why is the distance long?” “Because it is not a straight line.” “So, what do we say is the shortest distance between two points in mathematics?” We all answered in unison, “Line segments.” In this way, we got the answer through cooperative interactive learning and remember it vividly. What impressed me the most was that it stimulated my curiosity through games, which made me actively participate in the process of thinking and answering, and fully respected my dominant position in learning.
“I define multimedia as the ability to present both words (such as spoken text or printed text) and pictures (such as illustrations, photos, animations or videos).” Meyer once said this in Cambridge Multimedia Learning Handbook. Admittedly, in my opinion, in interactive and multimedia learning, the weight of pictures should be increased as much as possible, so that data or content can be presented in a clearer and more explicit way. For example, make the data into a chart form, add video description, etc. Secondly, the content should be focused and presented informally as much as possible.
References
Mayer, R. E. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369
