Abstract: The courseware for primary and secondary school teachers to assist classroom teaching is designed and made according to the needs of classroom teaching content, the characteristics of teaching materials and the reality of students. Teachers are not software engineers in computer companies, but educators in schools. The process of multimedia-assisted teaching mainly includes four elements: teachers, students, teaching materials and multimedia. The four elements are interrelated and restricted to form an organic whole. In order to achieve satisfactory teaching results, we must correctly handle the relationship between the four elements.
Keywords: courseware; teaching
With the rapid development of multimedia computer technology, which integrates the collection, processing, interaction and output of image, text, audio and video information, the whole world has entered a new era of multimedia, networking and informatization. The emergence of a series of high-tech products and the timely narration of information dissemination have triggered an unprecedented new revolution in the history of educational technology. The participation of audio-visual media in the classroom teaching process and the improvement of classroom teaching efficiency have formed a kind of * * * knowledge in China's education sector. Comrade Deng Xiaoping pointed out: "The modernization of teaching concepts and teaching methods is an important issue in the teaching reform. Without the modernization of teaching, it is impossible to cultivate teaching with modern quality. " Courseware is the main force to support computer-aided teaching. With the advent of the information technology era, courseware has also entered various teaching classrooms.
With the deepening of educational reform, teaching cannot be separated from multimedia courseware. How to grasp the opportunity of using multimedia courseware, how to make multimedia courseware and what should a teacher do?
First, a clear definition of courseware
Teachers should grasp modern education well. First of all, what is courseware? The so-called courseware is a computer software designed according to the teaching objectives under the guidance of a certain learning theory and reflecting certain teaching strategies and teaching contents. In addition, according to the definition of Multimedia Courseware Making Standard issued by the Ministry of Education 1997, courseware is "computer-aided teaching software and supporting teaching materials to realize and support specific courses."
From the above, we can see the organic combination of courseware teaching content and teaching processing strategy. A good multimedia courseware can not vividly express the teaching content, but can achieve the best learning effect.
Second, teachers should make their own courseware.
The courseware to be made by primary and secondary school teachers to assist classroom teaching is designed and made according to the needs of classroom teaching content, the characteristics of teaching materials and the reality of students. The playing of these courseware is often arranged in the classroom teaching process to help teachers further explain and explain concepts, or to help students understand some phenomena and reveal some laws. Courseware made by teachers themselves is not to replace teachers' teaching, but the teaching or learning software made by general professional software development companies basically uses computers to play the role of lecturers and impart new knowledge or skills to learners. The main courseware is similar to movies, and the language, music, pictures and animations are quite exquisite. As a good teaching reference film or a self-study tool for students, it is understandable, but as a new teaching method, it is much worse to apply it to classroom teaching. It is difficult for these courseware to master the communication between students and teachers, let alone the interaction. When to illustrate, when to talk about it when we go back, when to discuss it ... In the courseware made by the teacher, we can use it freely and do whatever we want. At the same time, teachers can make appropriate deletions or additions according to the specific situation of students' knowledge.
For example, when I was an intern, I took the same lecture class "Calculation of parallelogram area" with another intern (Volume 8 of Jiangsu Education Edition). The audio-visual education group of Licheng Central Primary School once made a courseware of "Calculation of parallelogram line area" to participate in the courseware evaluation. But neither of us took the courseware they made.
The same teaching content, because of our different teaching ideas, courseware also shows our different characteristics. For example, I added the teaching content of infiltrating combination force in supplementary exercises, while she infiltrated the content of triangle area calculation, each with its own teaching ideas, which not only reflected the autonomy of teachers' teaching, but also helped to play the leading role of teachers' teaching and students' subjectivity in the classroom. In addition, new teachers, especially, lack teaching experience. Using your own courseware, you can master it flexibly in class, and you can also modify it according to the actual situation of students after class, so as to continuously improve classroom efficiency.
Third, the principle of making multimedia courseware
What principles should teachers follow when making courseware by themselves? The process of multimedia-assisted teaching mainly includes four elements: teachers, students, teaching materials and multimedia. The four elements are interrelated and restricted to form an organic whole. In order to achieve satisfactory teaching results, we must correctly handle the relationship between the four elements. According to Piaget's constructivism theory, the teacher is the organizer and director of the teaching process, the helper and promoter of the construction of knowledge meaning, rather than the knowledge agitator of active teaching. Students are active constructors of knowledge meaning, not passive recipients of external stimuli, and are the objects of knowledge infusion; The knowledge provided in textbooks is the object of students' active construction, not the content instilled by teachers; Media is a creative learning situation, a cognitive tool for students to actively learn, cooperate, explore and complete knowledge construction, rather than a means and method used by teachers to instill in students. It can be seen that multimedia-assisted teaching can not simply replace teachers' teaching with multimedia, but still give full play to teachers' leading role and students' main role. At the same time, we should highlight the auxiliary role of multimedia teaching. Teachers should properly handle the relationship between these four elements. I think the purpose of your courseware should be clear first. For example, whether to stimulate students' interest in learning and arouse their enthusiasm for learning, or to solve a key and difficult problem; Whether it helps to understand, deepen the impression, promote memory, or let students use what they have learned correctly; Whether to expand knowledge, enrich teaching content, inspire imagination, or cultivate certain skills and techniques. Determine the purpose of courseware making, and then according to the new curriculum standard, based on the teaching materials, starting from the need to achieve teaching goals and complete teaching tasks, but not bound by the teaching materials, fully increase the gold content of courseware and give full play to the advantages of multimedia courseware teaching. If you violate the teaching principles and make courseware at will, it will be like talking about teaching design without curriculum standards, which will draw water with a sieve.
Fourth, design creative scripts.
Multimedia teaching has got rid of some rigid teaching forms, relying on a large number of multimedia materials to move the content limited by time and classroom space into the classroom, showing its unique advantages.
The choice of materials should depend on the content of teaching materials. For example, in the teaching of Chinese painting appreciation, we can first take China traditional ancient music, representative works of some authors, author profiles and photos. In this way, a colorful appreciation class is formed, and its beautiful artistic conception and harmonious melody are far from being replaced by a few words and a teacher's painstaking explanation, which makes the boring appreciation class of art class come alive and makes students learn knowledge easily and happily. Another example: I made a small courseware for a teacher during my internship, entitled "Recalling Jiangnan". I collected some pictures of water towns in the south of the Yangtze River on the Internet, plus some special effects of using courseware to process pictures. With a piece of music, I can enjoy these pictures in less than 5 minutes, which plays a finishing touch in class.
The determination of teaching objectives and the design of scripts are also important aspects. Making multimedia courseware is similar to film and television creation. I think it is necessary to determine its structure and layout, interface expression and material selection in advance. Therefore, for teachers who try to make courseware for the first time, they can prepare the corresponding text draft in advance, and on the basis of infiltrating the text draft, they can repeatedly conceive and create.
Fifth, solve the difficulties in courseware making.
Teachers are not software engineers in computer companies, but educators in schools. Developing courseware is not the main task of teachers, but the main task of teachers is teaching. Many primary and secondary school teachers are unfamiliar with computers or are not very familiar with them. I think we can start from the following three aspects:
1. Software that can make courseware according to local conditions. Now middle schools advocate collective lesson preparation, and teachers can express their opinions. Nowadays, popular softwares such as Flash, Authorware, Director, Founder, Powerpoint, Word and Geometer's Sketchpad, not every teacher must be proficient in all the softwares. As long as they know a little and exert their collective strength, they can make better courseware. On the one hand, this can improve the efficiency of making courseware, on the other hand, it can also improve the utilization rate and utilization rate of teaching courseware.
2. You can give the courseware "lose weight". When designing courseware, we should aim at the key and difficult points of each class. Every class should break through one or two difficulties, don't hide, and really explain the problems that teachers find difficult to explain clearly with the unique advantages of multimedia. For example, I am particularly touched that when I was studying physics in middle school, the teacher used water ripples to do experiments when teaching sine waves and cosine waves. On the one hand, this experiment is difficult to succeed, on the other hand, it is difficult for students to see clearly. At this time, the memo embodies the superiority of the courseware, and this kind of demonstration courseware can also be made with Flash. For an ordinary physics teacher, you can download courseware in this field on the Internet and use it in teaching experiments, and the effect will be better.
3. Collect more cable materials. Various courseware can be widely collected through various channels, including purchasing necessary software and downloading it online. Make other people's things for your own use. Teachers can use software to intercept the needed parts of materials, recombine and process them, and make some computer-aided teaching courseware by themselves or in cooperation with colleagues.
Matters needing attention in making intransitive verb courseware
The production of multimedia courseware can use well-known software, and the styles can be varied and colorful. In the process of courseware making and practical teaching experience, I summarized the following three points:
1, flashy and gaudy
Multimedia courseware needs the help of certain art forms, but it can't be just for the sake of art, just staying on the surface. Only by combining substantial content with perfect external forms can we truly achieve the purpose of imparting knowledge, mobilizing students' enthusiasm and improving teaching environment.
For example, when I was an intern, I made a courseware with Flash. I switched each scene with animation, and the background was transparent. In this way, the courseware made is very appreciated as MTV clips, and it will only waste students' time as teaching software. It can be seen that the basis of courseware making is teaching, and the producer must use multimedia courseware to complete the teaching task in order to achieve the teaching goal.
2, dull and monotonous, patchwork together
A basic starting point of multimedia courseware is to stimulate students' senses and interest by means of images, sounds and animations based on words. A rigid multimedia courseware is no different from the teaching method of blackboard chalk, and the teaching effect will naturally not be obvious. The making of courseware emphasizes appropriate materials and materials. For example, when teaching Chinese painting, if some foreign songs are inserted into the courseware, it will seem a bit neither fish nor fowl, and even destroy the meaning of the whole courseware.
Courseware form "mobile classroom"
When using multimedia courseware, some teachers are often afraid of operating mistakes. For convenience, they design the courseware in order or structure. As long as you press the next key in class, the courseware will be played in order. This kind of class is called "mobile class". When students interact according to some patterns, ideas and clues predetermined by the courseware designer, do they have enough time to think deeply about the problem? Here, the teacher tries his best to lead the students' ideas to the established process of the computer. This strengthens teachers' initiative and students' passivity, and weakens the communication between teachers and students, which is contrary to the new curriculum standards. Bad teaching courseware will only reduce students' thinking.
In a word, multimedia courseware should focus on giving full play to students' potential, strengthening teaching effect and improving teaching quality. Multimedia is just an auxiliary teaching method. As the saying goes: "There is a law in teaching, but there is no fixed law. It is important to find the right method. " Every teaching method is an integral part of some activities. Teachers should constantly accumulate experience, master the advantages of multi-media courseware, and strive to achieve better teaching results.