作者：Zhang Xu Guang
　　【Abstract】This paper focuses on how to use multimedia equipment to assist teaching in college education. Through many years of classroom teaching experience， the author found that the phenomenon of multimedia abuse is very serious in modern classroom teaching. The reason is the convenience and rapidity of multimedia technology， which leads teachers to apply multimedia in a large number no matter what lesson or content they teach. Therefore， the author talks about his own ideas on the pros and cons of the relevant phenomenon.
　　【Key words】audio-visual media； classroom teaching； teaching effect
　　【作者簡介】Zhang Xu Guang， City College of Science and Technology， Chongqing University.
　　With the progress of information technology， traditional teaching methods are gradually broken， and the means of imparting knowledge are undergoing fundamental changes. From projectors and slide projectors into the classroom，， to the application of tape recorders and phonological laboratories in language teaching， it has developed into networked multimedia teaching now. As a new teaching method， audio-visual media has been used more and more in teaching practice. There is no denying the use of film， television and multimedia technology， teaching vivid， such as atomic， molecular structure， biological cells， genes and other micro-processes， such as the universe， oceans， atomic bomb explosion and other macro processes， students can intuitively understand. But like anything else， the audio-visual media has some inherent weaknesses. For example， tape recorders， slide projectors and video recorders transmit information through vision and hearing， focusing on “listening” and “watching”. If we use it too much and do not strengthen the basic operation training of the instrument， it will affect the improvement of teaching quality greatly.
　　At present， in college teaching， many teachers do not consider the actual content of the text and use multimedia for the purpose of multimedia teaching. They even pass on all the contents recorded in the textbooks to students through multimedia. This actually stifles students’ creativity. Depriving students’ practice right. For example， in the engineering surveying course of studying Total Station， many teachers believe that students will have no problem learning as long as they play the video more than a few times through the multimedia. In fact， it is very difficult for students to understand the function of total station if they only watch multimedia operation and do not spend more time on practical training. The operation in multimedia video only reflects the steps of successful operation， but in the practical application， the students will encounter a lot of operational problems， which are different from the video playback and need the help of the teacher to solve the problem. Solve problems on the spot can improve the operation level of student and deepen the understanding of the problem. It will be better than the use of multimedia alone.