-Multimedia classroom design
Hong Xiu 1 Wang Cunlin 2
(1 Dalian Women's Business Vocational Secondary School 2 Dalian Women's Vocational Secondary School Liaoning Dalian 1 1602 1)
abstract:
This paper first discusses the significance of applying multimedia technology in teaching, that is, changing abstraction into intuition, facilitating students' observation and understanding, and helping students understand and master teaching materials. Simplify complexity, simplify complexity, improve teaching speed, save class hours and reduce teachers' labor. Then, it focuses on the key problems in the equipment and application needed to build a multimedia classroom: the selection of system environment and image processing; Dynamic display and color sound technology. Finally, this paper also mentions the application prospect of multimedia in teaching.
Keywords: multimedia technology, multimedia teaching, dynamic display of multimedia classrooms
Application of Multimedia Technology in Teaching
Hong Xiu 1 Wang Cunlin 2 3
(1 Dalian Women's Business Secondary Vocational School 1 1602 1)
(2 Dalian Women's Secondary Vocational School 1 1602 1)
Abstract: This paper first expounds the significance of applying multimedia technology to teaching from two aspects. First, it turns abstraction into intuition, which is beneficial for students to observe, recognize, understand and master teaching materials. The second is to simplify the complex, so as to improve the teaching speed, save class hours and reduce teachers' labor. Secondly, this paper focuses on three problems in the equipment and application of multimedia classroom construction: 1) system environment selection and image processing; 2) Dynamic display and acousto-optic technology. At the same time, the application prospect of multimedia technology in teaching is introduced.
Keywords: multimedia technology, multimedia teaching, dynamic display of multimedia classrooms
1 Introduction
In recent years, computer multimedia technology has developed rapidly and matured day by day, and many traditional simulations can be digitized on microcomputers. Video, audio, image, animation and graphic characters are processed together in the computer, and the amount of information processed and expressed by the computer increases sharply, which provides the possibility for the application of multimedia computers in computer-assisted classroom teaching.
2. The significance of multimedia technology in teaching.
The application of multimedia technology in education and teaching is the most promising and exciting development field. With the progress of society, the rapid increase of technology and knowledge and the expansion of population, there is an urgent need for well-trained talents who can adapt to the requirements of the times. Using the characteristics of multimedia technology, such as high integration, good interactivity, large information capacity and timely feedback, all kinds of information are applied to learners' senses at the same time or alternately, which fundamentally changes the disadvantages of traditional teaching and makes learning more interesting, natural and humanized. The application of multimedia technology in education and teaching has far-reaching significance.
(1) Multimedia teaching makes the teaching content from abstract to intuitive, easy to observe and understand, and conducive to learning and mastering teaching materials.
The stimulus provided by multimedia computer is not a single stimulus, but a comprehensive stimulus to many senses, which is very important for students to acquire and master knowledge. Psychologist Chiritra has done two famous psychological experiments: 1. How do people get information? He confirmed through a lot of experiments that 83% of human information comes from vision, and 1 1% comes from hearing. These two add up to 94%, and the visible information mainly comes from vision and hearing. Multimedia technology makes information both audible and self-satisfied, integrating sound, light, color and motion, which directly affects students' vision and hearing. The information obtained by multi-sensory stimulation is much stronger than that obtained by simply listening to the teacher's lecture. Information and knowledge are closely related, and a lot of knowledge can be obtained by obtaining a lot of information. His other experiment is about knowledge retention, that is, the persistence of memory. The results show that if you can not only hear, but also see, and then express it in your own language through discussion and communication, the maintenance of knowledge can be much better than that of traditional teaching. And multimedia technology can make students hear, see and have enough discussion. This shows that the application of multimedia computer technology is not only beneficial to the learning of knowledge, but also beneficial to the maintenance of knowledge after acquisition.
(2) Simplify the complex, turn the difficult into the easy, improve the teaching speed, save class hours and reduce teachers' labor.
(3) With the development of science and technology, multimedia technology will be combined with network technology, simulation technology, artificial technology and other high-tech applications in education and teaching, which will surely set off a new revolution in human education.
3. Multimedia teaching practice-multimedia classroom
As an attempt to apply multimedia technology in teaching, we have established a multimedia classroom. The main teaching methods are image processing, computer animation and sound to deal with teaching problems. The whole system mainly includes five parts: computer, projector, screen, stereo and scanner. In the teaching content, the principle of step by step and gradual development is adopted, and the traditional teaching methods are combined with modern teaching practice. Teachers explain and guide, and use the system to show the simulation. Arrange the time reasonably and leave enough time for students to discuss. In this way, students can understand, comprehend and consolidate their knowledge from three aspects: listening, watching and speaking.
3. 1 System environment selection and image processing
In order to achieve good teaching effect, the Windows environment supporting multi-task and multimedia is adopted, and the development tool used is mainly Powerpoint, which is a very suitable software system for demonstration. It has a variety of templates, provides a variety of drawing tools, rich pictures and documents, and the courseware made with it can be easily demonstrated.
In the teaching process, using the drawing tools provided by Powerpoint, the required drawings can be drawn directly on the template, and the physical block diagram that has been formed can be scanned into graphic files by scanner for Powerpoint to call. In addition, in order to let students have an intuitive understanding of some components, these components are also scanned into graphic files by scanners and added to the teaching plan. In this way, many teachers need to draw a block diagram on the blackboard, which can enter the students' field of vision after "sweeping" and can be reused many times, thus reducing the teacher's labor. In addition, many teachers want to show students things that students can't easily see. Through pictures, students get an intuitive impression and strengthen their understanding. Whether it can arouse students' interest and quickly understand and master knowledge is very important. In order to increase students' interest, the interface should be as attractive as possible. Pictures in Windows and Word are called here, and many beautiful pictures are selected from some CD-ROM picture libraries. After that, cut and paste are used to form an attractive and relevant picture.
3.2 Dynamic display and color and sound technology
People are far less sensitive to static things than to moving things. In class, if students always see static images, words and data, they will easily get tired and bored, and soon their attention will be distracted. To this end, we make full use of the rich dynamic display function provided by the software, so that most pictures are slowly unfolded from the center of the screen, some from top to bottom, some from top to bottom, left to right, or from the lower left corner and upper right corner, or when flying in, the old corner is displayed in a faint color, thus forming a sharp contrast, so that students' attention can closely follow the teacher's explanation without being half-hearted.
When using dynamic display, I also noticed that this is why dynamic display should be used to enhance teaching effect, and dynamic display should not be used indiscriminately for the sake of dynamic display. We should be dynamic and static, and pay attention to the combination of dynamic and static to achieve better teaching results.
Different colors and brightness have different visual stimuli for a person. Some colors make people feel refreshed, and some color combinations make people sleepy, so the rational use of color combinations is very beneficial to improve the teaching effect.
Because the lesson plan is for students. Therefore, the main color of the interface should not be heavy and deep. Try to make the interface cheerful and smooth, with as many colors as possible such as white and red, and less colors such as gray and brown. For key words and sentences, use eye-catching colors as the foreground, while for complex and boring schematic diagrams, we should pay more attention to the reasonable collocation and filling of colors. Let students see the block diagram is not boring, but beautiful pictures, thus stimulating students' interest in learning and letting them enjoy beauty in learning. Different brightness also makes students pay different attention, focusing on key words and increasing display.
As an aspect of multimedia, it mainly uses recording technology to cooperate with the display of pictures, and the teacher explains more. In the use of multimedia classrooms, we are not groping for the use of sound.
4. Concluding remarks
The practice of multimedia classroom embodies the advantages of multimedia technology in teaching with examples, which is welcomed and supported by students. Elaborate multimedia lesson plans can not only deepen students' understanding of the content, increase students' interest and confidence, but also improve teachers' work efficiency and reduce labor intensity, so that teachers can arrange more time for organizing discussions, counseling and answering questions and creating teaching. Its use brings convenience for teachers to prepare lessons and organize teaching. Although there are still some shortcomings and imperfections in the application of multimedia in teaching, with the development of computer technology, the application of multimedia in teaching will be more and more extensive.
References:
[1] Zhu Xiuchang, Multimedia Network Communication Technology and Application, Beijing Electronic Industry Press 1998.
[2] (America) Cox (N.) waiting for "Guide to Multimedia Network Interconnection" Beijing Science Press 1996.
[3] Li Xuenong, Ding Yanqing, Wen Ling "Optimal Design of Multimedia Teaching" Guangzhou Guangdong Higher Education Press 1996.
[4] Mao Hanshu Network Technology Foundation Beijing People's Posts and Telecommunications Publishing House 2000
About the author:
Hong Xiu: Born in 1968, female, teacher, Dalian Women's Business Vocational Secondary School.
Mailing address: Dalian Women's Business Vocational Secondary School, Liaoning Province
Postal code: 1 1602 1.
Wang Cunlin: Born in 1966, male, vice president of Dalian Women's Vocational Technical Secondary School.
Mailing address: Dalian Women's Vocational Secondary School, Liaoning Province
Postal code: 1 1602 1.
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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 their own scientific knowledge.
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 ... This means that in terms of content,
Due to geographical and seasonal reasons, it is often difficult to create situations and collect physical teaching materials. 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, which is unclear and ambiguous, and the experiment is extremely difficult to succeed, has been solved. ...
Second, using multimedia to help cultivate students' experimental operation ability.
In the teaching of natural courses in primary schools, we should master some basic hands-on experimental operation skills. 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 and master the matters needing attention in the experiment.
For example, the lesson "Evaporation and Boiling of Water" requires students to heat the water in a test tube with an 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 what you have learned, 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.
Four, the appropriate, reasonable and timely use of multimedia, emphasizing teaching efficiency.
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, they 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.
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Application of multimedia technology in labor technology classroom teaching
Since 1990s, multimedia technology has risen rapidly and flourished. Its application has spread all over the national economy and social life, and it is bringing great changes to human production mode, working mode and even lifestyle. Especially because multimedia has the characteristics of pictures, words and sounds, even moving images (animation such as GIF and FLASH), it can provide an ideal teaching environment and will inevitably have a far-reaching impact on the education and teaching process. According to my own teaching experience and the practice of this course, the author makes a superficial discussion on the application of multimedia technology in the classroom teaching of labor technology.
First, the technical characteristics of multimedia in classroom teaching
The characteristics of using multimedia technology in classroom teaching are: teachers participate in real time, and students learn under the guidance of teachers; As an advanced teaching method, multimedia computer is directly controlled by teachers.
Configuration-The multimedia computer with "integrated control system" is combined with various audio-visual equipment (such as large-screen projection TV, video display, video recorder, DVD player, recording card holder, power amplifier, microphone, etc.). ) Participate in classroom teaching.
Features-The multimedia computer here is only used as a teaching method, which is mainly used to centrally control video and audio equipment and release various teaching information. Teachers can use any teaching media (such as slides, slides, pictures, objects, models, audio tapes, video tapes, CDs, CDs, computer floppy disks, etc.). ) to enrich the teaching content. Because of centralized control and simple and intuitive operation, teachers can also call various teaching resources through man-machine dialogue. Because the scale of this multimedia classroom can reach 200-300 people or even more, the investment is relatively small, but the benefits are wide, and it can be connected with traditional classroom teaching, so it is widely used. Of course, multimedia computers are only controlled by teachers and do not directly accept students' feedback.
Second, a correct understanding of the role of multimedia technology in labor technology classroom teaching
1. The diversity of external stimuli provided by multimedia computers is conducive to the acquisition and maintenance of knowledge. The external stimulus provided by multimedia computer is a comprehensive stimulus of multiple senses, which is very important for the acquisition and maintenance of knowledge. Experimental psychologist Treicher has done two famous psychological experiments. One is about the source of human information, that is, the main way for human beings to obtain information. He confirmed through a large number of experiments that 83% of the information obtained by human beings comes from vision, and 1 1% comes from hearing, which adds up to 94%. The other 3.5% comes from smell, 1.5% comes from touch, and 1% comes from taste. Multimedia technology can be seen, heard and operated by hand. In this way, the amount of information obtained through various sensory stimuli is much stronger than that obtained by simply listening to the teacher's lecture. Information and knowledge are closely related, and you can master a lot of knowledge by obtaining a lot of information. He also did another experiment, which was about knowledge retention, that is, the persistence of memory. The result is this: people can generally remember 65,438+00% of what they read, 20% of what they heard, 30% of what they saw, 50% of what they heard and saw, and 70% of what they communicated. In other words, if you can hear and see, and then express it in your own language through discussion, the maintenance of knowledge will be much better than that of traditional teaching. This shows that the application of multimedia computer in the teaching process is not only very conducive to the acquisition of knowledge, but also very conducive to the maintenance of knowledge.
2. Multimedia computer can be used as a cognitive tool to realize an ideal learning environment. Due to the limitation of the physical size of labor technology and the concealment of the movement process, many demonstration processes are carried out quickly in hands-on practice, and many physical objects can not be observed by students in all directions, which directly affects the teaching effect of the course. Multimedia computer can show all angles of objects in the form of pictures through courseware, and can show the whole process comprehensively and repeatedly through video file playback. We can also remove all kinds of influencing factors in reality through simulation technology and multimedia, and demonstrate the ideal state intuitively and repeatedly at different speeds, thus creating an ideal cognitive environment.
3. Multimedia computer can improve teaching efficiency. The auxiliary application of multimedia technology in the course of labor technology greatly enriches the cognitive environment of learning, stimulates students' interest in learning, shortens the time for students to know the object of the course, and enables students to acquire and maintain knowledge more effectively, thus greatly improving the teaching efficiency. Multimedia system can partially replace manual explanation work, and also reduce the workload of teachers in the classroom.
In the teaching process of "cushion design", I specially made a teaching courseware: all kinds of exquisite and comfortable cushions appeared on the screen first, and the students were attracted at once. At this point, the screen appeared again: which cushion do you like best and why? The students suddenly became active and expressed their opinions. Originally, it was difficult for students to understand such a problem only by the teacher's theoretical explanation, and they would feel bored. Now there are colorful cushions on the screen, such as animal shapes: snoopy, robot cat, stars and the moon. In this way, beautiful pictures and sweet music attracted students at once. While watching, his classmates also aroused his interest in learning, and he was more eager to design a more creative cushion. What was originally boring immediately became lively and interesting.
4. It can't replace the main mode of hands-on practice. Labor technology education is an important part of students' quality education, focusing on cultivating students' practical ability. Although the application of multimedia technology in the course of labor technology contains a variety of external sensory stimuli, it is still an auxiliary mode to cultivate students' labor skills. Even the development and application of simulation technology in the future can not replace the main mode of students' hands-on practice. The application of multimedia technology can only play a more effective role in deepening curriculum understanding and strengthening environmental feelings, which requires further understanding and operation.
Thirdly, how to apply multimedia technology reasonably and fully in the course of labor technology.
1. Reasonable establishment and selection of multimedia teaching system. When establishing a multimedia teaching system, the scale of the multimedia teaching system can be determined according to the size of the school, the number of students and the financial resources of the school. Generally, a multimedia classroom needs at least one multimedia computer (the CPU clock is above 600MHZ, and the memory is above 128MB, which can basically meet the requirements) and various audio-visual equipment (at least projectors and speakers are needed). No matter how many computers and audio-visual equipment, they all need reasonable connections. Schools with campus networks should also consider merging computers in their classrooms into the network and sharing resources with other computers in the network center and network.
2. Reasonable choice of classroom teaching software. At present, the widely used teaching software includes Microsoft POWERPOINT and MACROMEDIA AUTHORWARE, as well as DIRECTOR and FLASH. Below, the author briefly introduces the first two most widely used.
Powerpoint (hereinafter referred to as PPT) is one of Microsoft's OFFICE series components, which originally meant slide show, and was customized to facilitate the company to introduce and release products. Because of its relatively powerful multimedia editing function, it was quickly applied to courseware making. The characteristic of PPT is that it is easy to learn without programming. A teacher without foundation can make a good courseware after several hours of training. Almost every teacher started with Powerpoint. PPT has built-in rich animations, transition effects and dozens of sound effects, and has powerful hyperlink and interactive functions.