The Application of Multimedia Technology in Food Science Teaching

In order to speed up the modernization of food science teaching, many schools has introduced multimedia system into food science teaching and made a great deal of courseware. This study selected food processing that is the most popular course in the college as the researching target, making comparative analysis on the qualitative and quantitative of effect caused by the application of multimedia technology in teaching. Through the experimental observation, it is found that multimedia system had brought many new changes for the teaching of food science.


INTRODUCTION
Food science teaching cultivates talents who engaged in technical management, quality control, product development, scientific research and engineering design work in professional knowledge of chemistry, biology, food science and engineering etc. Discipline overlapping, highlighting practical skills, has become the development trend in today's food science and technology.Multimedia technology is introduced into the teaching of classroom teaching, the application of multimedia technology is an important exploration of teaching modernization.This study choose to major in food science and engineering two classes as experimental group and the control group, using test paper evaluation and evaluation of teaching effect in the form of questionnaire survey.Combing teaching practice, it analyzes their supplement on each other and exerting the comprehensive function of the two kinds of teaching means to acquire better teaching result.It concludes that in food science teaching, traditional and multimedia teaching should be used at the same time, the advantages of the two kinds of teaching means are absorbed and their weakness is overcome (Zhang, 1995).
Multimedia teaching platform is beneficial to presenting the teaching content of food science teaching visually, during the process of traditional college food science teaching, teachers complete the teaching content of food Decomposition action mainly through the analysis and demonstration of the action, but in this process, many technical actions that are more difficult are completed in a moment, thus, teachers will be restricted to traditional teaching methods, at the same time, students cannot grasp and understand the essence of the action clearly and vividly, while the application of multimedia network teaching technology in food science teaching will be a good solution to this problem, by the application of multimedia technology to get image frames and slow down as well as the application of FLASH technology, which can well display the technical action that is going to teach.The students will be able to understand and master it soon.In the teaching of the theory of food science, it can also make use of multimedia network teaching technology to present some original text through multimedia, multimedia network teaching can also make good use of the micro teaching method, so as to give better teaching guidance to the students.Teachers can use the multimedia technology to make video that can decompose and slow down the image and play it during the period of students' learning, guiding students to make self-evaluation and collective evaluation, so as to achieve good teaching effect.Therefore, how to make food professional teaching more effectively, to adapt to the needs of the development of the modern food industry has become a domestic focus in the study of the professional teachers' daily teaching.

MATERIALS AND METHODS
The advantage of multimedia applied in food science teaching: Providing smooth communication between teachers and students: One of the characteristics of multimedia network teaching is the real-time communication technology (Guiren, 2008).Multimedia network teaching platform has a very strong function of sharing information resources.Timely communication between teachers and students is beneficial to the smooth progress of food science teaching.In the period of traditional food science teaching in Colleges and universities, since teaching takes a class as a unit, the number of students are a lot, the communication between teachers and students is restricted, while by using the multimedia network teaching platform, students and teachers can communicate and interact with each other online.With the support of multimedia network teaching technology, it can make the students and teachers realize the remote "face to face" communication.In this way it can better improve the interaction between teaching and learning, improve the level and efficiency of the teaching.
Providing personalized learning space for the students: Usually the teaching subject of the traditional college food science teaching is focused on teachers, classroom and teaching materials, due to the limitation of the number of students and teaching time, college food science teaching is difficult to carry out targeted personalized instruction and teaching, which leads to the difficulty of realizing students' independent and individualized learning.Through the application of multimedia network teaching in food science.teaching, students can conduct self learning and personalized learning through the teaching resources information database of multimedia network teaching platform, which can break through the limitations of traditional food science teaching in Colleges and universities in time and space, realizing the personalized teaching that the students are really regarded as the main subject of learning.
Realizing the sharing of college food science teaching resources: The application of multimedia network teaching in College food teaching brings about new reform and innovation for information resources sharing and optimization of college food science teaching network.Multimedia network teaching platform provides a variety of information resources database with a collection of world advanced schools, researching institutes, such as library, etc for college food science teaching.The type of the online resource of food science teaching has many kinds, including all food news, all kinds of statistic data of food, the database of food science researching paper, etc.On the Internet, teaching content, teaching materials, teaching methods and teaching auxiliary methods, how to carry out the environmental construction of food network (such as visiting, doing experiments) and test, etc can be chosen according to the different person and different demand, with strong independent choice, so as to realize the sharing of resources.
Improving the teaching efficiency of food science teachers': In many universities and colleges, college food science course has free demand for the food science teachers, but in reality, it is difficult for one teacher to have overall understanding about the technical decomposition and show perfect demonstration of all food items.Teaching is hampered by many obstacles and factors of teachers' ages, teachers' gender and teachers' personal abilities (Rubbinstein, 2011).By using multimedia network teaching platform, it can conduct standardized demonstration for food science teaching, so as to ensure students can receive the completeness and correctness of the information.Breaking the regional difference of food science teaching: Due to the regional imbalance of economic development in China, it caused the food science teaching of each area to be restricted by all factors.The application of multimedia network teaching can better solve this problem (Li, 2007).Through the resources sharing of multimedia network teaching platform's, it can realize the effective interaction between universities and colleges.With the help of timely communication of multimedia network platform, it can achieve "face to face" expert guidance a thousand miles away.By using the remote camera, it can better realize the remote teaching of food science curriculum.Meanwhile, college students among various regions can achieve timely communication and have a discussion learning (Mirrlees, 2005).
The disadvantage in multimedia: Multimedia application in food professional course teaching has many advantages, but it doesn't mean that is perfect, instead there are still many problems and confusion, need further to explore, research and be solved (Jiang, 2007): • Student is not easy to take notes, also easy to produce visual fatigue.Due to the large amount of information in multimedia teaching, presenting too fast, the students can't keep up with progress, what makes the students listening, not care to remember; on the record, not care to listen to, the student is very difficult to take good class notes.After a lesson, students often do not have a tact notes.
Have no time to record notes, also easy to produce visual fatigue.• It is difficult to play to the teacher's subjective initiative.If teachers rely too much on multimedia courseware, he cannot carry out their lectures, especially as classroom atmosphere changes, such as the student wants to understand some question, his expression becomes heavy, the teacher is passive; Embezzling for books as a whole, flashed of teaching content, students lack of thinking process, let the students think the teacher just read the text in the intact, severely dampened the enthusiasm of students learning.Multimedia, no matter how advanced, also only auxiliary teaching method, teacher's explanation is the focus of classroom teaching, is also the important factors that affect the teaching effect.
The design of the questionnaire: According to the researching content and purpose, in view of the problems involved with the questionnaire structure that is in strict accordance with food scientific researching method and the basic requirements of designing questionnaire and then combined with expert's opinions and suggestions in detail, modifying carefully, after checking the forecast test, reliability and validity, finally it designed two sets of questionnaires combined with the specific implementation of the objects in this study thesis.

RESULTS AND DISCUSSION
Test the reliability of the questionnaire: To test the reliability of the two questionnaires, this study adopted "retest method" to test the reliability of questionnaires, conducting two questionnaires with a certain problem within the intervals of 2 weeks and analyzed it according to the test results of the two times.The correlation coefficient of the two tests is 0.962 and 0.958, (p<0.01), which indicated that the two questionnaires designed in this study had higher reliability (Table 1 and 2).
The validity of the questionnaire: For the validity of the questionnaire, I invited professors and associate professors from Beijing Normal University and Northeast Normal University respectively, forming an expert group of seven people to test the validity of two questionnaires' content and structure by adopting the form of scoring.The total score of the questionnaire is 5.The final overall evaluation on questionnaire given by experts is 4.0 and 4.1, which showed that the questionnaire has a high degree of validity (Table 3).

Investigation of evaluation on the application of multimedia technology in the teaching of optional course food science:
In order to fully understand and grasp the effect of the application of multimedia technology on the teaching of food science, we adopt the means of questionnaire, having a survey with the students of the experimental group, evaluating the application of multimedia teaching techniques in the teaching.As shown in Table 4.
The students in the experimental group give full affirmation and high evaluation on the multimedia teaching technology used in the teaching of food science.Among them, 50% of the students thought that they had adapted themselves to the application of multimedia teaching technology into the teaching; 76.7% of the students thought that it was beneficial to improving their study enthusiasm; 86.7% of the students thought that it was beneficial to improving the students' abilities of observing problems, analyzing problems and solving problems; 96.7% of the students thought that the multimedia teaching technology should be used and spread out.From the above we can see, the application of multimedia teaching technology in food science teaching is suitable for the students' acceptance level, suited with the teaching reality, complied with the characteristics of the time, which is very popular with the students.

CONCLUSION
After making qualitative and quantitative analysis on the application of multimedia technology in the teaching of food science, we found out that multimedia technology stimulated the students' interests in learning, improved the quality of teaching; it developed the

Table 1 :
Questionnaire one the table of reliability test The number of retest peopleThe interval time of two times (day)

Table 2 :
Questionnaire two the table of reliability test The number of retest peopleThe interval time of two times (day)