With the rapid development of computer technology and network technology, great changes have taken place in people's life, study and work. As an important part of modern educational technology, multimedia teaching has become an important aspect of school teaching reform in recent years. With the rapid development of computer technology, especially multimedia technology, schools pay more and more attention to multimedia teaching, and many schools have established campus networks and multimedia classrooms. Generally speaking, multimedia teaching software is illustrated, vivid, expressive and interactive. As long as multimedia courseware is used for teaching, the teaching effect will be greatly improved. However, due to many problems in the production and use of multimedia courseware, teachers in various disciplines have not optimized the teaching process, enhanced the teaching effect, improved the teaching quality and realized the fundamental transformation of the traditional teaching mode. Problems in making multimedia courseware (1. 1) lack professional knowledge. Because multimedia technology is a systematic technology that comprehensively processes various media information such as words, sounds, pictures, images and animations. Teachers who make multimedia courseware all require high technical level, which makes it quite difficult for non-computer professional teachers to develop courseware. It takes a lot of time and energy to complete the design and production of a good multimedia courseware. This is the main reason that hinders subject teachers from making multimedia courseware. (2) lack of artistry. Many teachers' self-designed multimedia courseware mainly focuses on application, but pays little attention to artistic issues, such as the picture is not beautiful enough, it is not harmonious with the course content, the background music is improperly selected, and the expression is rigid. (3) Material shortage. In the process of making multimedia courseware, a lot of audio, pictures and video materials are needed. Due to the limitation of equipment and materials, teachers often change the relevant contents into words and finish them in a hurry, which greatly affects the due effect of courseware. (4) easy to be outdated. Many teachers just move the contents of books to multimedia courseware to keep up with the textbooks, which are out of date and the courseware content is out of date. (5) The courseware structure is unreasonable. While paying attention to the design of multimedia courseware, it ignores its structure, and its content is often complicated, which is not conducive to solving teaching problems. When making multimedia courseware, some teachers list all the materials related to the text content in order not to show their advantages, but when using it, they can only speed up the amount of information transmitted per unit time due to class hours. As a result, colorful multimedia information surrounds students, and its dazzling degree is dizzying, which directly affects students' retrieval, processing and understanding of the required content. This is the lost phenomenon in the ocean of multimedia information. Students can't reflect and create such courseware. (6) Lack of inspiration. In order to attract students' interest in class, some teachers often make the courseware very dynamic, pay too much attention to the picture and ignore the content of the course. The students read it with relish, but they didn't really understand it, and even had no impression of the lecture content. (7) lack of sense of humor. Some teachers pay too much attention to the embodiment of teaching content when making courseware, but ignore the proper use of humor and humorous expressions in the teaching process to activate the classroom atmosphere and arouse students' interest. Foreign countries are at the forefront in this respect, and the boring teaching content is easy for students to master in laughter through humorous animation demonstration, which increases the appeal of courseware. 1.2 Problems in the use of multimedia courseware (2) Emphasis on form, light on content. Excessive use of multimedia or improper demonstration dazzles students and becomes an electric irrigation course, and its effect can be imagined. 3) Re-demonstration operation, light reasoning analysis. Being in a hurry makes the teacher become a projectionist, which makes the students feel that they only see the machine but not the people, only the announcer's voice but not the teacher's voice, which means that the teacher's words and deeds are equal to zero. (4) Multimedia teaching has replaced experimental teaching. In fact, in some experiment-based courses, the role of experimental teaching is irreplaceable by any means, and the cultivation of students' thinking, operation, analysis and observation ability and the formation of students' emotion, will and perseverance are also impossible by other means. Therefore, the development of multimedia teaching should not weaken experimental teaching. Of course, some things that are difficult to operate or can't be easily concluded through experiments still need to be realized by using the powerful expressive force of multimedia courseware. (5) Pursue the principle of taking everything. Many multimedia courseware purchased from the market or downloaded from the Internet can't be directly used in classroom teaching, because many of these courseware only pay attention to form and ignore content, and some of them distract students' attention, although the pictures are beautiful, which can't fully meet the teacher's teaching design. This requires teachers to make appropriate modifications according to their actual needs in order to really use them for themselves. (6) Pay attention to observation and identification, and ignore popularization and application. The purpose of making multimedia courseware is to apply it to teaching and improve teaching quality and efficiency. Now it seems that the purpose of multimedia production in some units is not this, but to decorate the facade and create a superficial effect for educational reform. So competitions are held frequently, and various certificates abound. Later, the courseware was put into limbo. This practice is actually a formalism divorced from reality and a labor-intensive reform that deviates from the actual value goal. 2. Ways to solve the problem of making multimedia courseware 1) Actively carry out teacher training. Schools should actively introduce relevant policies, tilt in terms of system, management and funds, actively encourage teachers to carry out multimedia teaching, implement teacher training, and make the training work effective. 2) Strengthen the construction of multimedia material library. The lack of multimedia materials for making courseware is one of the main reasons for the low quality of courseware made by teachers in various disciplines. Every material is made by the teacher himself, which is unrealistic and inefficient, and it is easy to cause repeated development and repeated work. If teachers are provided with rich and colorful multimedia materials, after short-term training, teachers can independently or cooperatively make courseware suitable for their own schools and their own characteristics, and constantly innovate according to the updating of teaching content and the effect of courseware use. Therefore, it is necessary to carry out diversified construction of software and hardware resources to adapt hardware resources to the needs of multimedia development and teaching, such as configuring multimedia computers, digital cameras, digital cameras, scanners, video capture cards, etc. At the same time, it is necessary to match different levels of software resources, such as system software with Windows operating system as the mainstream; Multimedia development software (PoworPoint, Flash, Authorwaer, 3DMAX, Photoshop, etc. ) mainly based on multimedia creation software. (3) Choose a development platform that is easy to expand and modify. A good courseware can only be successful after numerous revisions. Even so, there will be many new revisions and supplements in the usual teaching. Therefore, it is very convenient to modify and supplement the courseware content. Therefore, we should pay attention to the choice of courseware platform and media elements, and try to choose a development platform that is easy to expand and modify. (4) Do a good job in all aspects of courseware development. The development of multimedia courseware should have clear teaching objectives and correct topic selection. The design idea of multimedia courseware should follow the law of teaching itself, eliminate the teaching content that is not suitable for computer expression, and design excellent courseware scripts by using the teaching design method. Change the single teaching process, reproduce or simulate the knowledge and principles in the textbook intuitively with graphics, words, sounds and animated images, and give full play to the due functions of multimedia teaching. While asking questions, we should fully mobilize students' consciousness and guide them to actively carry out thinking activities. There should be enough time for students to think, and we should not only pay attention to the production effect but also ignore the course content. Collect opinions on teaching content, courseware structure, artistry, etc. in time, and find and correct the mistakes and shortcomings that were not found in the production stage, so as to improve the quality of courseware and adapt to actual teaching. 3. Methods to solve problems in the use of multimedia courseware (1) Skillful use of multimedia courseware. In order to make multimedia courseware play a good role and effect in teaching, teachers should skillfully operate multimedia computers, use multimedia courseware and master basic troubleshooting methods, so as to be comfortable and unhurried in class. (2) Correctly understand the position of multimedia courseware in teaching. Multimedia teaching cannot replace teachers' teaching, and courseware can only be in an auxiliary position in teaching. No matter how good the courseware is, if it can't be combined with the teacher's teaching, it can't play a role. It can only be used as a teaching film for students and will not have a good teaching effect. Therefore, the use of multimedia teaching should be clearly defined as a teaching assistant, not a substitute. For example, in the process of teaching knowledge in class, teachers can use animation, video, audio and images in multimedia courseware to deepen their understanding of knowledge as needed. With such close cooperation, the teaching effect will certainly be much better than that of simply using multimedia courseware. (3) Ensure students' cognitive subject status in the learning process. When using multimedia as an advanced teaching method, we should ensure the leading role of teachers in teaching and the cognitive subject position of students in the learning process. In teaching, it is necessary to reasonably arrange the teaching content, time arrangement and its manifestations, so as to leave time for students to think, so as to mobilize students' enthusiasm and initiative, stimulate students to think positively, and change passive indoctrination teaching into heuristic teaching. In order to achieve this goal, teachers should avoid sitting in front of the monitor all the time. The lights in the classroom are turned off and curtains are hung on the windows. Students can't see the teacher's expression and movements, can't read the textbooks clearly, can't write notes, and can only watch the lessons on the screen like watching a movie. This phenomenon hinders the communication between teachers and students, and students have no room for thinking. The learning method is still passive acceptance and rote memorization, and the teaching effect is not as good as the general traditional teaching method. (4) Prepare lessons carefully. Teachers should not omit lesson plans and blackboard writing and ignore the language communication between teachers and students when using supplementary courseware for multimedia teaching. Moreover, don't unilaterally think that when using multimedia courseware to teach, teachers can not prepare lessons or simply prepare lessons. When giving lectures, it is also very labor-saving for teachers to sit without eating chalk dust. One person can talk for 4-6 hours or even 8 hours continuously. 4. Conclusion Multimedia courseware is a powerful tool for teachers. Whether its advantages can be brought into full play depends on whether teachers seriously consider it when making and using courseware. No teaching means and teaching equipment can be omnipotent, and they all have a certain scope of application. For example, some courses are mainly written narration or logical reasoning, so it is not appropriate to use multimedia teaching or use it less. If forced to use, its effect is not as good as traditional teaching methods. Even if it is a course suitable for multimedia teaching, not all the contents of this course are suitable for multimedia teaching.