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Application of computer in atmospheric science

Introduction:

With the deepening of educational reform in colleges and universities, the computer-aided teaching of atmospheric sounding course is also widely carried out in colleges and universities. Judging from the teaching practice in recent years, computer-aided teaching is an indispensable supplement to the teaching of practical basic courses and an important part of atmospheric exploration teaching. Hardware, software and courseware are the three elements of computer-aided instruction system. The design of courseware must be based on the selected hardware and software. With the increase of education investment and the need of teaching, many multimedia classrooms have been established in various schools, which laid the foundation for computer-aided teaching, so the design of courseware and the selection of software have become the main tasks. In the process of courseware making, a large number of animations are produced, accompanied by teaching materials and digital photography illustrations, so that Atmospheric Exploration contains many instruments, which makes students get what they see, thus making its course content easier to understand and accept.

1 courseware making

Characteristics of courseware making software Powerpoint

1. 1powerpoint can easily make beautiful static pages.

1.2 It can draw nutrition from other design software, process it, and finally use it for me.

1.3' s powerful network function, such as this courseware can facilitate teachers and students to communicate through the network, such as email.

2 Composition and function of courseware

2. 1 courseware

Courseware production is based on students' practical acceptance ability, which makes the original boring content and abstract theory in atmospheric exploration more vivid, reduces the difficulty for students to master and understand, and enhances the teaching effect with the help of development tools. The multimedia courseware of atmospheric sounding includes 14 chapters: chapter 1, introduction; Chapter 2, Cloud observation; Chapter 3, observation of weather phenomena; Chapter four, the observation of visibility; Chapter 5, observation of temperature; Chapter six, observation of humidity; Chapter 7, barometric observation; Chapter 8, observation of surface wind; Chapter 9, observation of snow, frozen soil and conductor icing; Chapter X Observation of Radiation and Sunshine Hours; Chapter 11, automatic meteorological observation system; Chapter 12: Detection of temperature, air pressure and wet wind at high altitude; Chapter 13, Atmospheric Remote Sensing Detection; Chapter 14: Introduction of atmospheric boundary layer detection technology. Each chapter includes several specific chapters, including principle analysis, instrument legend, experimental demonstration and review questions. Besides, I made the last three chapters by myself, so I'll add one chapter. Chapter 15 introduces the new means of atmospheric detection.

2.2 Functional characteristics

◆ Courseware instruction code is based on the teaching experience of excellent teachers in our college for many years, which is closer to the essence of teaching.

◆ Simple operation interface and simple mouse operation. A large number of links in the form of words and buttons are used in the courseware, which organically links the contents of each chapter and forms a network structure.

◆ The corresponding devices are equipped with pictures, animations and text descriptions, which can help students deepen their understanding and stimulate their interest in learning.

Reviewing thinking questions can make students think and consolidate while studying.

3 organization of course content

Divide the course content into learning units and form nodes. Its content can be a paragraph, a picture, a chart, a program, a concept or a test. Through these units, I try to cover all the contents of the class.

Set "concept" and "button" to form a chain. Connect related nodes or points with "concepts" or "buttons". "Button" is a link that belongs to the next unit directly related to this unit. Connect all the units into the mainstream through the "button", and each unit in the mainstream is the basic teaching content. "Concept" is refined into non-mainstream, and the non-mainstream unit content is generally short content, such as counseling materials and concept explanation. Five, the main steps of courseware making

Based on the design principle of whole first, region later and subdivision step by step, we control the production process according to the following steps:

3. 1 main interface making

A successful software should have a good attractive user interface and provide a user interface layer that is convenient and intuitive to operate. The processing of the user interface layer includes such things as which commands are effective for users, how to connect the nodes in the teaching information block, whether to include the overall picture and the expression form of multimedia information, etc. Navigation system is an important part of user interface layer, and it is an interactive tool to browse teaching information blocks and prevent users from getting lost. It graphically shows the structure diagram of a hypertext network, which corresponds to the contacts and chains stored in the teaching information base.

The main interface we designed not only pays attention to simplicity and beauty, but also designs flexible navigation methods, including the button to exit the courseware, the link to the questioning system, the display of the current time and the link to each chapter, which can quickly jump to any chapter at will.

3.2 Making the overall effect of the page

3.2. 1 common page font selection:

After many attempts and comparisons, we finally chose No.4 Songti black font as the general page font, which avoided the uneven thickness of the font strokes, conformed to people's normal habits, and enabled students to clearly see the upper and lower subscripts of the formula. Song Ti is also the default font of windows system, which is widely installed in various operating systems and is the most common.

3.2.2 Matching of main colors on the page:

Tone is the first impression that multimedia software gives users. For multimedia courseware, it should give people a solemn feeling. So we finally chose less bright brown as the main color of the courseware, which has a translucent effect and sets off a serious and lively atmosphere in the classroom.

3.2.3 Making a symbol prototype

Prototypes of various symbols are made and applied to the scene to become examples, which can be used as the carrier of each chapter's content and also as the carrier of instruction code programs.

3.2.4 Production of decorative animation

Appropriate animation can make the original boring content and abstract theoretical concepts vivid, attract students' attention, reduce the difficulty of students' mastering and understanding, make students what they see is what they get, and enhance the teaching effect. In the process of making this courseware, a large number of Flas *** and scanned pictures are used, which makes all kinds of instruments in atmospheric detection intuitive, saves the trouble of actual instruments in class and is easy to understand and accept!

4 Talking about the main features of courseware

4. 1 The main node types used in the development of atmospheric sounding courseware are: 1 text node; 2 graphic nodes; 3 auditory nodes; 4 audio-visual node.

4.2 Respectively expound the characteristics

Chapter 12 is considered to be the most exciting. It is not only rich in content, but also lively. A large number of small FLASH animations on the Internet are used, and custom animations are used. A large number of words use hyperlinks, and the places where the titles are connected are equipped with different small decorations. At the same time, this chapter also contains a large number of formulas. Courseware attracts students, and the formula is also difficult and easy. The combination of objects and pictures is the perfection of courseware.

Chapter 13 is a little different from the new textbook, with a compact structure and a white background, giving people a neat and clean feeling. Many formulas are taught, but the words don't move. A large number of small animations are used to add vitality to the layout. There are also various images about radar, which students can better understand, and the difference between active observation and passive observation.

Chapter 14 is characterized by less content, warm colors and closure. The whole chapter uses template animation and sliding, which is also the last chapter of this book, leaving a deep impression on students.

Chapter 15 is the supplementary content, which is the preface knowledge of atmospheric exploration science. It is good for students to understand it. More pictures and less words!

5 Conclusion and discussion

5. 1 Simple operation

As mentioned above, this courseware is made by powerpoint software, so it takes up less space and is easy to operate. In any window system, you just need to double-click its icon to execute it directly. In the process of playing courseware, we can follow the instructions in the courseware.

Arranging tips, clicking the corresponding links and buttons with the mouse, and conveniently performing sequential demonstration and repeated playback are conducive to resolving the key and difficult points in teaching and teaching students in accordance with their aptitude. Because of its simple operation, teachers and students can use it flexibly without special study, which is beneficial to human-computer interaction.

5.2 vivid and intuitive

Atmospheric exploration itself is a subject with strong hands-on ability. The application of a large number of animation technology and animation simulation methods in courseware makes the introduction of course content more intuitive, gets rid of boring teaching materials and is closer to reality and practice. The application of animation technology also mobilizes students' senses such as vision, hearing and speaking, which makes the knowledge points vividly and profoundly reflected, effectively resolves the difficulties in teaching and makes the key points more prominent.

5.3 discussion

Compared with many other teaching methods, computer has unique advantages, but there is no teaching method that is generally superior to other methods for the overall learning goal and all students. Advocating multimedia teaching today is by no means denying traditional teaching methods. All means have their own characteristics and unique functions. In teaching, the two complement each other and learn from each other. Just like chalk+blackboard, slide projection, TV teaching and other teaching methods, multimedia teaching is only one of teachers' teaching methods. The combination of multimedia and other teaching methods will achieve better teaching results.

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