First, the effective use of game AIDS to mobilize children's interest in learning
Playing teaching AIDS is an important means to implement pre-school science education. Children's psychological characteristics and age characteristics determine that games and teaching AIDS are important features and learning methods for children to understand the world and realize their physical and mental development. Children are curious, studious and have a natural affinity for new things. With its unique appeal and visualization, multimedia firmly grasps children's special preference for animation, which can quickly attract children's attention and stimulate their interest in learning.
For example, in the music activity Little Moon, teachers make full use of multimedia courseware to help create situations, expand children's thinking space, and make teaching activities rich and vivid and fascinating everywhere. The combination of multimedia sound, image and animation creates a colorful atmosphere in the starry sky, which makes full preparations for children to learn songs. In the courseware, Xiaoyue Moon stopped to walk in the sky and winked at the children from time to time. The lyrics "I'll go to it, I'll stop it" complement each other with the picture, which is very easy for children to understand. At the same time, they feel the lively and interesting atmosphere in the song and abortion playing games, which stimulates children's interest in learning.
Second, more room for activities.
Curriculum reform is based on children's development, paying special attention to children's subjective consciousness and preliminary social knowledge, and advocating providing children with flexible and diverse courses and activity spaces so that they can learn to live, explore and express.
Now, children's learning and exploration activities have expanded from the classroom to the family and society, and penetrated into all aspects of life. Children freely express themselves in the teaching activities of life games, and learn easily and naturally in life games. From a flat, relatively monotonous classroom to a three-dimensional, rich, broad and diverse environment, from a single or multiple contact with the learning environment to a radial contact with the learning environment, all organs participate in the activities, and they feel that the information is large, the information content is extensive, and the stimulation is all-round and large, which stimulates their demand for knowledge exploration. Various ways and forms