In today's network era, with the increasing prosperity of information technology, computer technology and network technology, it is possible to optimize school classroom teaching by using multimedia information technology. Multimedia information technology-assisted teaching is the application of multimedia computer technology in classroom teaching. In primary school science teaching, teachers choose computer multimedia technology to assist teaching in a timely and appropriate manner. Through the control of words, animation, sound and video, the content of teaching materials becomes more vivid, vivid and intuitive, which is conducive to stimulating students' initiative in learning, improving teaching quality, optimizing teaching process and enhancing teaching effect. How to apply multimedia information technology to science classroom efficiently and vividly? Let me briefly talk about some of my experiences and practices.

First of all, it is a prerequisite for teachers to have basic computer software application ability and multimedia information integration ability.

Using multimedia information technology to assist teaching is a major revolution in classroom teaching and a beneficial exploration of implementing quality education. This puts forward higher requirements for science teachers' computer application ability and level. It requires teachers to have modern teaching concepts such as "open teaching", "lifelong teaching", "network teaching" and "interactive teaching", and they need to constantly learn, explore and master advanced multimedia technology in practice. Skillfully use multimedia courseware making software, such as Authorware, Powerpoint, smartbook, Flash, etc. Image processing software, such as Photoshop, Fireworks, etc. Audio and video editing software, such as CD burning master; Dynamic photo album making software and other similar commonly used software can skillfully collect and edit materials from the Internet, TV programs and DVDs, convert image formats, sound formats and video formats to each other, and skillfully edit and integrate the collected pictures, videos and audio, so as to make multimedia courseware that conforms to classroom teaching content for teaching. Only multimedia courseware with exquisite design, liveliness and strong sensory experience can be more favored by students and effectively improve teaching efficiency.

Second, using models to explain and explain such scientific knowledge can make full use of multimedia technology to assist teaching and turn abstraction into intuition.

There are many concepts and scientific principles in science textbooks. Traditional teaching methods are difficult to explain and explain the types of knowledge, and it is also difficult to stimulate students' thirst for knowledge. Using multimedia technology to assist teaching, some thorny problems will be solved. Dynamic demonstration in classroom teaching can transform abstraction into intuition and concreteness, and rationality into sensibility, and its educational effect is incomparable with other teaching methods.

In the "Breathing and Blood Circulation" unit of five-year science, multimedia courseware demonstrates the dynamic model of human respiratory system and blood circulation system, vividly reveals the working process of human respiratory and circulation system, and turns abstraction into intuitive demonstration, so as to understand knowledge more efficiently. It is self-evident that multimedia courseware can bring more real and vivid images to achieve teaching effect in courses such as How I was born, Bone, Muscle, Brain and Nerve. In the teaching of science units "Our Earth", "Exploring the Universe" and "Evolution" in the sixth grade, multimedia information technology shows its irreplaceable teaching charm. Through the display of various sounds, images and pictures, it brings unprecedented' shock' to students, as if they were there, and any highly infectious language is pale and powerless in the face of this intuitive educational means. It not only enriches the science classroom, but also imparts knowledge more vividly.

Third, the use of multimedia information technology to continuously stimulate students' interest in learning, so that students can give full play to their initiative in the whole learning process.

The research of modern educational theory shows that students can actively participate in teaching, become the main body of learning and activate their interest in learning, so as to give full play to their initiative. Using computer multimedia to assist teaching can not only improve students' learning initiative, stimulate their interest in learning, and gain inner pleasure and enjoyment, but also make students pay more attention, think more actively and learn more efficiently.

1. You can make full use of multimedia information courseware when displaying material resources that cannot be presented in the laboratory environment.

For example, stimulating interest, introducing background resources, and drawing conclusions through comparative presentation all highlight its advantages and can be tried to make full use of it.

In the lesson "Magic Water", before class, I used Baidu platform to collect many pictures of the most exquisite and dynamic moments of water, and made a dynamic photo album with appropriate music. The strong impact of vision and hearing immediately made students interested in learning aquatic products. In the lesson of "Float submerged objects", a video clip about the Dead Sea was played, which greatly stimulated students' curiosity, explored the method of adding salt to water to float objects, and improved learning efficiency. In the thesis class, students are not only interested, but also enrich their knowledge and gain something. In scaffolding, through the comparison and observation of pictures, students find that the original triangle has a wide range of applications and so on.

2. Presentation of experimental scheme, guidance of process and method, and full use of multimedia information courseware when filling in and summarizing data.

Nowadays, when presenting the above content, multimedia information courseware can emphasize the key content in time as needed; Using the whiteboard function, you can fill in the summary of experimental data at will, and you can interact with students in time, making the whole learning process more efficient and optimized.

3. We can make full use of multimedia information courseware in the reward and evaluation mechanism.

The Science Curriculum Standard points out that the evaluation content of science curriculum should be comprehensive, the evaluation methods should be diversified and the evaluation opportunities should be holistic. These spirits can be better reflected in today's multimedia information courseware.

Here, I would like to mention the interactive whiteboard software of smartbook launched by our school in recent two years. When teaching, teachers can set up special evaluation pages in advance, and can reward students with anything they are interested in, such as stars, flowers, trophies, thumbs, smiling faces and so on. , can be evaluated in groups or in detail to each student. In class, teachers can establish hyperlinks with evaluation pages in any link that needs timely evaluation and encouragement, and interact and evaluate in time. This reward and evaluation mechanism will run through the whole teaching process, and students' sense of competition and enterprising will be stimulated to the greatest extent. A strong interest will get twice the result with half the effort.

4. When consolidating, practicing, expanding and extending links, we can make full use of multimedia information courseware.

Fourthly, under the network environment, multimedia information technology is used to stimulate students to form the ability of autonomous learning by using the network.

Science course is a characteristic subject that emphasizes inquiry. The setting of classroom knowledge must not confine students to such a narrow space as classrooms or books, and ringing the bell after class must not be the starting point and end point for students to explore knowledge. Teachers should actively encourage students to actively explore and learn science by using vast network resources with an open concept and mentality.

In the process of expanding the course "What's the weather like today", I collected a large number of pictures and videos of disastrous weather, and the students were suddenly surprised and showed a strong desire to explore. At this time, I encourage students to use Baidu pictures or videos to search for information about severe weather after class, and there will be a lot of knowledge you are interested in waiting for you! Extending classroom knowledge to extracurricular activities always encourages students to use network resources to form autonomous learning ability, which highlights the openness of science classroom.

In a word, the proper use of multimedia information technology to assist teaching in science classroom can arouse the enthusiasm of learning subjects to the maximum extent and improve classroom teaching efficiency. Of course, in actual teaching, we teachers should also grasp the scale of use, and we should not use it for the sake of use. Excessive use of multimedia will usurp the role of the host and lose the discipline characteristics and charm of science class itself.

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