Abstract: With the development of society, more and more kindergartens use multimedia technology to carry out online teaching. In this process, there are also some fly in the ointment. We now propose to learn from our peers in order to better improve the effect of multimedia teaching.
Paper Keywords: network teaching children
Multimedia is a very good resource, which can effectively combine words, graphics, animation and sound. These colorful animations and pictures deeply attract children and make them learn actively. It can stimulate children's interest and initiative in learning, develop children's cognitive, emotional and exploratory abilities, and play a positive role in preschool education classes. At the same time, we should also see that multimedia teaching in kindergartens also has the following shortcomings.
1. The teaching concept is outdated, which excludes online teaching.
Teachers with rich experience in traditional kindergarten teaching are at a loss in the face of new information technology. They just refuse modern information technology and stick to the old one. As teachers, we should organically integrate various resources to provide a good environment and conditions for children's development. So teachers should strengthen their study and learn from each other.
2. Internet popularization, ignoring the traditional classroom.
There is a "network fashion" in kindergartens, and some teachers emphasize multimedia teaching unilaterally. Spend a lot of time and energy to learn complex information technology and become a slave of technology, but ignore the traditional classroom teaching and traditional educational means. I often go out to attend classes, which gives me the feeling that there are courseware in any class, and some courseware is useless even if children don't appreciate it for a while. In fact, we spent so much energy making a courseware. Does it really make sense for children? I remember once listening to a math class called Sorting. The teacher used courseware to classify the fruits, chairs and cards on the train. After listening to this lesson, I feel that the teacher has paid a lot for this courseware, but on the other hand, the teacher might as well provide some physical objects for the children to operate, and the children will naturally gain knowledge and experience in the operation by arranging the chairs, peanuts and melon seeds themselves. Sometimes our teachers don't need to spend so much energy making courseware, and the teaching effect will not be bad.
3. The courseware is gaudy and interferes with children's learning.
Front-line teachers should make courseware under various pressures. On the one hand, it is out of curiosity about new technology, on the other hand, it is lack of research on children, so many courseware lead normal teaching astray. Some teachers lack understanding of children, blindly pursue fancy, and appear some unnecessary pictures and animations. Children are fascinated by listening, but in fact they interfere with their studies.
4. Dependence on network and courseware.
Many kindergartens are equipped with projectors and electronic whiteboards. The teacher opens the existing courseware as soon as the class begins, which becomes another form of scripted lecture. Teachers usually study neither textbooks nor children, let alone life. Teaching only depends on courseware, which is not conducive to the growth of teachers and children.
Kindergarten has the above shortcomings in the process of using multimedia teaching, so how to overcome these shortcomings? Specific methods can vary from person to person, and the fundamental way is to put forward three points for your reference:
1. Renewing ideas is the premise of effective media teaching.
According to the spirit salary curriculum concept of New Yao Gang, it is emphasized that the teaching process is a process of communication and exchange between teachers and students. Children's learning process should be changed from passive acceptance to active learning and exploration; Closely link the cultivation of knowledge, skills, skills, abilities, attitudes, emotions and values.
According to the above ideas, it is precisely because multimedia can integrate sound, image, color and animation that children can put it down and take the initiative to learn. We can show the scenes in life in a virtual form to make up for the lack of children's life experience. Therefore, we teachers should accept this advanced teaching technology, overcome electronic phobia, study network technology hard and serve teaching better.
Network courseware is virtual, which is a supplement to the lack of practical teaching methods, but it can not replace the educational effect of rich facts and scenes on children, nor can it compare with the cultivation and shaping of children's knowledge, ability, emotion and values by real interaction. Therefore, some teachers use courseware according to the book, and some teachers make it fancy, but they can use courseware without courseware, which is far-fetched and does not conform to the new curriculum concept. Therefore, we emphasize that renewing ideas is the premise of effective multimedia teaching.
2. Learning textbooks is the basis of effective multimedia teaching.
Textbooks are the main curriculum resources for teaching. The textbook is nothing more than an example, but it draws an elevation, guides the direction and defines the scope of preschool education at different ages. Only by studying the teaching materials carefully can we get a clear understanding of the direction, elevation and scope, and then go to teaching on the basis of being familiar with the teaching materials, so as to meet the requirements of the Guiding Outline of Kindergarten Education, set educational goals, design teaching contents, make courseware and carry out teaching in combination with children's lives. The courseware made in this way can really serve children and guide them to develop better.
3. Teaching students in accordance with their aptitude is the guarantee of effective multimedia teaching.
The making of multimedia courseware in children's classroom should be guided by children's pedagogy and psychology, scientifically designed according to the law of children's acquisition of knowledge and experience, and pay attention to children's age characteristics and personality characteristics, so that the universality and personality of courseware can be organically combined. When making courseware, teachers should consider the different intellectual development levels, cognitive characteristics and individual psychological characteristics of children at different levels, and set corresponding personalized teaching measures so that every child can benefit from multimedia classrooms.
Above, we analyzed the shortcomings in the current multimedia teaching process and put forward some solutions. The purpose is to understand these problems, so as to carry out multimedia teaching more effectively in teaching practice and let children get greater development in ability and emotion!
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