With regard to the application of multimedia technology in nature teaching, we are about to enter the 2 1 century. 2 1 century is an era of scientific and technological competition. The competition of science and technology is, in the final analysis, the competition of scientific and technological talents. Comrade Deng Xiaoping pointed out in the article "Grasping Education Seriously": "To realize the four modernizations, science and technology are the key and education is the foundation." Primary education is the basic education and the basic project of talent construction. Primary school is naturally an important basic subject in the primary stage of compulsory education, and bears the heavy responsibility of scientific enlightenment education for students. Through the teaching of natural courses, students can initially understand and know the common things in nature, expand the knowledge field of primary school students and stimulate their interest in learning nature. It is more conducive to cultivating their good scientific quality, and has far-reaching significance for cultivating the seedlings of scientific and technological talents and improving the quality of workers. Multimedia is the product of high technology, which has the following characteristics: first, it can integrate words, graphics, images, videos, symbols, animations and sounds; Second, multimedia technology is centered on computers, which comprehensively processes and controls multimedia information and displays it on the screen according to users' habits; Thirdly, multimedia technology makes use of its powerful functions of graphic interaction and window interaction, so that people can manipulate and control the display of multimedia information through a very friendly man-machine interface. Due to these characteristics of multimedia, it gradually enters our classroom to help teachers teach. Using the powerful man-machine interaction function of multimedia to flexibly call teaching information with sound, image and text can stimulate students' curiosity and creativity, and at the same time enhance their knowledge and understanding. Nature teaching in primary schools is a very practical subject. In nature teaching, we can't rely entirely on the teacher's explanation or the teacher's demonstration. We must let students do experiments by themselves and master all kinds of knowledge and skills through repeated observation of experimental activities. According to the characteristics of natural courses, I apply multimedia technology to natural teaching to serve our natural teaching. First, use multimedia technology to create a situation for students to explore scientific knowledge independently. In nature teaching, we should pay attention to guiding students to draw conclusions through observation experiments and independent thinking, and guide students to explore knowledge independently. The purpose is to enable students to exercise and develop related abilities in the process of acquiring knowledge, and to master the preliminary methods of learning natural science. Providing physical teaching materials for students in teaching, supplemented by appropriate multimedia means, can create a situation for students to explore scientific knowledge independently, help students transition from perceptual knowledge to rational knowledge, and bridge the gap between image thinking and abstract thinking, thus achieving better teaching results. For example, in the teaching of "Soil Composition", students collect soil samples themselves, observe and analyze them, and after full discussion, multimedia presents the tabular solution of soil composition; Teaching the external morphological characteristics of "fish", after students' observation and experiment, fully discussing, using multimedia to show the names of various parts of the fish and necessary comments in turn, and finally splicing into a complete fish. In key places, while displaying the picture, it is accompanied by a "ding" sound and the flashing of the corresponding parts, which stimulates students' senses in many ways and arouses students' interest and attention ... In terms of content, it is often difficult to create situations and collect physical teaching materials due to geographical and seasonal reasons. At this time, multimedia can give full play to its talents. For example, teach frogs in early spring. In the south of our country, frogs are already out of the hole, while in the north, frogs may still hibernate underground at this time, so it is difficult to catch frogs. At this time, we can show a frog video with multimedia. When it comes to how frogs catch pests, the video is faster. In order to make students observe clearly and better grasp this knowledge point, multimedia technology can be used to play it in slow motion, so that students can clearly see that a big frog has opened its mouth, its long tongue lying on its chin sticks out like an open folding ruler, and the tip of its tongue sticks to a bug at once, then folds it up and sends it into its mouth. All the students' attention is focused on the screen. Moreover, it can be played flexibly by using the interaction of multimedia according to the students' learning situation. Frog predation, a difficult point that is unclear, ambiguous and difficult to succeed in the experiment has been solved ... Second, using multimedia to help cultivate students' experimental operation ability, some of the most basic hands-on experimental operation skills should be mastered in primary school science teaching. This is not only the need of connecting the contents of primary and secondary education, but also the urgent requirement for education under the situation of rapid development of science and technology. Therefore, to carry out the new syllabus of nature teaching and improve the new textbooks of nature, we should not only dare to let students explore nature independently, but also give full play to the leading role of teachers and take necessary measures to guide students to know all kinds of experimental equipment and materials, learn to use them and master the basic skills of experimental operation. Multimedia technology is also very useful in this respect. The application of multimedia technology combined with experiments in teaching can enhance the teaching effect, make students observe better, understand the research problems faster and be impressed. 1, before the experiment, use multimedia to help students assemble the experiment, master the matters needing attention in the experiment, such as the lesson of "evaporation and boiling of water", and ask students to heat the water in the test tube with alcohol lamp. There are illustrations in the textbook, but the pictures are static and difficult for some students to understand. So, I made a small courseware with multimedia: the first step is to show the alcohol lamp so that students can know the alcohol lamp. When talking about what part, what part flashes to stimulate students' senses and help them remember. The second step is to make an animation of the lighting process of the alcohol lamp: first show the process of taking off the lamp cap, then show how to light it, and finally show the lighting of the wick. Important places, such as the position of the hand when lighting the lamp, can be played repeatedly, with text notes, which the teacher will explain when playing. After the ignition, show a question: Why do you want to ignite from bottom to top? The third step is to show the special features of a burning wick, and let students observe the difference of three colors of flame: the outer layer is light yellow, the second layer is orange red, and the innermost layer is light blue. Then, show the label and let the students remember that the innermost layer is called the flame core, the second layer is called the inner flame and the outermost layer is called the outer flame. At the same time, it is introduced that the external flame has the highest temperature and should be used for heating. The fourth step is to demonstrate how to put out the alcohol lamp with multimedia. The alcohol lamp cap on the "desktop" flew to the wick and the light went out. At the same time, it is emphasized that the flame must be extinguished with a lamp holder. After the demonstration, let the classmates at the same table think and discuss with each other, and let each group actually operate it again. Finally, demonstrate heating the test tube. Show a test tube with a small amount of water in it, and the test tube is clamped from above by a test tube clamp. The outer flame of the alcohol lamp just heats the bottom of the test tube. The main points and key points in the experiment are displayed on the screen through multimedia, with the teacher's demonstration and explanation, so that students can master the method on the basis of understanding. After the demonstration, ask the students to repeat and ask them to correctly answer the method of water heating: How much water is there in the test tube? Where is the test tube clamp? The angle between the test tube and the flame? Which part of the flame is used for heating? Wait a minute. Then, let the students do the actual operation, heat the test tube filled with water with alcohol lamp, and carefully observe the phenomenon when the water boils. Compared with traditional teaching methods, students' mastery of the situation is very satisfactory. Third, use multimedia technology to guide students to use what they have learned to analyze and solve practical problems. Theory should be combined with practice, and the purpose of learning knowledge is to apply it, which is also the requirement of science in primary schools. After guiding students to acquire knowledge independently, actively guiding students to analyze and solve practical problems can not only promote students to deepen their understanding of what they have learned, but also enrich their knowledge, broaden their horizons, get exercise and increase their talents in practice. In this regard, the proper use of multimedia technology can also play an enlightening and inducing role. For example, teaching "respiratory organs" is a black box textbook, which analyzes what respiratory organs people have. We have a physical model that can show students the internal organs and positions of people. But it can't show students which organs gas passes through when breathing, and it can't let students know which respiratory organs people have through their own observation. In order to enable students to learn independently, an animation can be designed with multimedia technology: the blue arrow represents the process of inhaling along the nose, pharynx, larynx, trachea, bronchus and lung, so that students can think about which organs the gas passes through when inhaling; Let's play another animation: the arrow marked with yellow indicates the exhalation process along the lung, bronchus, trachea, throat, pharynx and nose, and then ask the students to think about which organs the gas passes through when people exhale. After students know which organs people breathe through, let them say what the respiratory organs are and where they are in the human body. Because of the above teaching methods, students can tell which respiratory organs people have. When talking about the abstract problem of gas exchange, I also designed such a teaching process with multimedia technology: through experiments, students come to the conclusion that the content of oxygen in the gas inhaled by people is higher than that of carbon dioxide; Exhaled gas contains more carbon dioxide and less oxygen. What the hell is going on here? Then let's talk about a gas exchange problem. There is a special video of a popular science education film about human respiratory organs, but it doesn't quite match our textbook. So I used a video capture card to capture the useful part of the computer and modify it. In this way, this part of the key content can be used several times in class, and how to use it, which changes the shortcomings of poor flexibility in TV recording. Moreover, the atmosphere of class discussion has been greatly improved, students' thinking is generally active, and the effect of post-event memory is also excellent. All this is due to multimedia technology, which is interactive and flexible beyond other audio-visual means. Fourthly, the proper, reasonable and timely use of multimedia emphasizes the effectiveness of teaching. Now, multimedia-assisted teaching is advancing in exploration and gradually opening to the public, so some teachers have a one-sided idea: to have a good class, we must use multimedia. In fact, everything has two sides, and multimedia is no exception. How to have a class and what kind of teaching methods to use are all determined by the teaching content. The contents of some of our courses, such as the frog mentioned earlier, are different in different regions because of China's vast territory and rich resources. In order to solve the contradiction between the arrangement of teaching materials and regional differences, we can use multimedia technology to teach, or it is an abstract concept. After using multimedia, this abstract problem becomes a very easy-to-understand and intuitive problem ... Like these contents, we can use multimedia technology because its teaching effect is beyond the reach of other teaching methods; But there are also some teaching contents, such as "playing with stones" in the first book of primary school nature, and all kinds of stones. Let the students find out the similarities and differences between them and find their own characteristics in the process of playing. The teaching purpose it wants to achieve can be completed in the process of students playing, so it is not necessary to use multimedia technology for teaching. In a word, multimedia is an advanced means of modern education. Applying it to our primary school nature teaching and using this high-tech product to assist our scientific enlightenment education can not only help us solve many problems, but also subtly educate students to love, learn and use science again and again. With the continuous development of science and technology, teaching networking is bound to be the development trend of teaching in the future. Combine multimedia technology with network teaching reasonably, and let multimedia courseware spread on the Internet. This is beyond the reach of other teaching methods. I hope I can help you.