Thoughts on Excellent Multimedia Teaching in Kindergarten

Thoughts on Excellent Multimedia Teaching in Kindergarten

As a new teacher, one of our tasks is teaching. New discoveries in teaching can be written in teaching reflection. How to write teaching reflection? The following is my excellent reflection on multimedia teaching in kindergarten for your reference only, and I hope it will help you.

First, the advantages of multimedia technology in early childhood teaching:

1, optimize the teaching content.

Multimedia teaching can vividly display teaching contents, enrich teaching forms, make teaching contents visible, audible and easy to perceive and understand, expand teaching information, broaden children's knowledge, help children perceive and understand new knowledge, and know the laws and changes of things in exploration. For example, the "function of magnets" in small class scientific activities uses multimedia technology to show the objects that magnets can attract one by one, and makes the original boring content intuitive and easy to understand through courseware.

2. Optimize the teaching situation.

Interest is the best teacher. Using relaxed, lively, smooth and free situations can effectively stimulate children's learning motivation. Multimedia teaching can also integrate teaching and demonstration. In the colorful and changeable two-way information transmission, children learn happily, naturally and actively. Therefore, multimedia technology has created a good scene for kindergarten teaching activities and created a relaxed and natural learning atmosphere. For example, in the middle class math "classified counting" activity, the abstract and boring teaching content is turned into vivid and interesting teaching software, and the form of little penguins doing magic and playing games with children runs through the whole activity. Whenever the computer shows that the little penguin is flapping its wings and singing beautiful songs, it brings out all kinds of colorful geometric figures and pieces together beautiful pictures. This colorful and varied visual picture greatly stimulates children's desire to learn. At the same time, the computer judges whether the child's answer is right or wrong in the form of singing or being angry with the little penguin, which is vivid and harmonious and optimizes the teaching situation.

Second, the practical application of multimedia technology in early childhood teaching activities

In children's teaching activities, the application of multimedia technology can make teaching information intuitive, vivid and comprehensive, stimulate children's interest in learning, optimize teaching content and teaching process, teach children in accordance with their aptitude, activate children's creative thinking, make children actively participate in activities, get all-round development, and easily achieve the goal of optimizing teaching activities.

1. Optimize the teaching situation and stimulate children's interest in learning.

Bruner, an American psychologist, once said, "The best stimulus for learning is interest in the materials you have learned." Interest is an important motivation for children to learn. Multimedia technology can diversify the forms of teaching information, comprehensively use the effects of shape, sound, color and light, create interesting situations, design fascinating plots, reproduce life scenes, make static knowledge dynamic, visualize abstract knowledge, and create a relaxed and natural learning atmosphere, so that children can concentrate on learning easily, happily, naturally and actively without fatigue and consciousness.

For example, in the activity of understanding animals, I will tell children a story first, saying that the pig is sick and needs to go to the hospital, but I don't know if it is a pig, so I will ask the children to help me find it. At this time, I displayed all the animals searched in the network on the big screen. As a result, children rely on past life experience to find pigs in various cars and animals. At this time, I asked the child, "Why do you say this is a pig?" The children immediately spoke out the characteristics of the observed pigs and the names of other animals. In this process, if children want to find piglets, they must distinguish between many kinds of animals and find the needed goals according to their own life experience, so as to expand their knowledge while observing each animal. Traditional pictures are not vivid and clear enough. It will be more troublesome to use many pictures. Because this is a still picture, the children are not interested in what they observe. You will be distracted and can't achieve this effect. This is the advantage of multimedia teaching.

2. Optimize the teaching content and skillfully solve the teaching difficulties.

Children's thinking is vivid, and it is often difficult to understand abstract phenomena, knowledge or abstract concepts. With the help of multimedia, the teaching content can be vividly displayed, and the content can be presented from multiple levels and angles by using pictures, words, sounds and images, so that the object of understanding can be changed from abstract to concrete, and the unfamiliar and incomprehensible teaching knowledge can be turned into vivid and concrete things, thus making the teaching content visible and audible to children.

For example, in the common sense activity "Cars", when I introduced the diversity of modern cars, I put my own rotating slides on the LCD projector. Intuitively demonstrate to children that when you open the car door, you will greet and hug everyone with open hands. When the door is closed, it's like hands contracting and closing. In the same way, I also introduced the function of trains running on the tracks to my children. When introducing other cars, I showed modern vehicles such as bicycles, electric cars and buses with vivid, intuitive and vivid videos and televisions, and demonstrated their functions.

3. Optimize the teaching process and improve the teaching efficiency.

With the help of multimedia teaching, the teaching time can be shortened. Teachers can actively adjust pictures and sounds according to teaching needs. They are not limited by time and space, and can turn static into dynamic, difficult into easy, far from near, and virtual into reality, thus making invisible things within reach, greatly enhancing the expressive force of education, fully mobilizing the coordination of children's various senses, and making children actively participate in activities, thus achieving things.

For example, the small class art activity "Capable Little Hands" focuses on teaching children the skills of tearing paper. Using traditional teaching methods, the teacher's demonstration can only be aimed at some children, and the covered children can't learn this skill at the same time. Teachers often need to demonstrate in groups, which is not only easy to distract children, but also inefficient in teaching. After using multimedia technology, teachers use physical pictures to demonstrate and explain on the computer, which not only solves the problem that teachers block children's sight, but also solves the problem that demonstration images are small and unclear. Not only can children see clearly and understand clearly, but also can shorten the time of demonstration and explanation, so that children can have more practical opportunities.

4. Cultivate children's correct thinking methods and creative thinking ability.

Multimedia technology can easily realize the classification, analysis, induction, summary and modification of the process flow and presentation in teaching, which hides the thinking method and is conducive to cultivating children's correct thinking; At the same time, multimedia can decompose and synthesize complex phenomena, including specific descriptions and comprehensive generalizations. Through the comprehensive application of various ways of thinking, children can be guided to break the single habitual thinking, give full play to association, and then improve their creative thinking ability.

For example, the small class of Montessori mathematics has different teaching arrangements for different ages. Children can not only watch the teacher's demonstration class, but also operate learning tools. Children can understand the concepts of number, classification, quantity and set graph from the situation. This is a good training for children's innovative ability.

5. Enhance children's initiative in learning.

Teachers adopt the way of man-machine dialogue in the teaching process, which changes the single narrative form of teachers and provides rich materials for children, so that children can find other problems and draw other conclusions on this basis, thus giving full play to children's main role.

For example, in the "supermarket item classification" activity, the existing pictures of fruits, vegetables and daily necessities are classified. In the teaching process, the combination of audio-visual, inspiration and explanation is adopted to guide and inspire children's thinking. The whole activity is carried out easily under the free and flexible control of teachers. Children's operation exercises help children learn classification in the form of man-machine interactive games. Lively and interesting game plots let children really play an active role, experience the happiness of success, build up self-confidence and enhance their interest in learning.

Third, the problems that should be paid attention to in the application of multimedia technology in early childhood teaching.

Carrying out multimedia teaching in children's teaching can not only make the teaching process full of childlike innocence and childlike interest, but also fully activate children's thinking, stimulate children's desire for learning and show their unique charm. However, improper use of multimedia will also affect the quality of teaching activities. Therefore, the use of multimedia in teaching should pay attention to the following points:

1. Multimedia means cannot completely replace traditional teaching means, but should be organically combined with traditional means.

Teachers should choose the most suitable teaching media and optimize teaching activities on the basis of fully considering the teaching content and carefully designing the teaching process, so that children can learn under the best learning conditions. They can't be far-fetched, diversify their forms and abuse multimedia. For example, in the teaching activities of poetry "Come and listen to stories", teachers can use courseware to present the content of poetry in the form of fairy tales, but it cannot replace the traditional clause teaching, otherwise it will easily affect the teaching effect and be detrimental to children's poetry learning.

2. When using multimedia in teaching, we should pay attention to children's dominant position and teachers' leading role.

We must resolutely overcome the tendency of attaching importance to teaching and neglecting learning, always highlight the subjectivity of children, and pay attention to stimulating, promoting and guiding children's learning. At the same time, we should also highlight the leading role of teachers. Man-machine interaction cannot replace the interaction between teachers and children. Teachers should integrate their own teaching strategies into the rational use of courseware, reflecting the subjectivity of children and the leading role of teachers. For example, in the math activity "Addition and subtraction within 8" in a large class, the teacher presents the division and combination of 8 to the children in the form of animation. There are five butterflies in the garden, and three others fly in. When children see these scenes, they actually know what it is and how to do it. However, teachers should highlight the leading role and guide children to describe in complete language in time, instead of letting children interact in a separate column, so as to promote children's main role and let teachers understand children's thinking process.

3, the use of multimedia technology should be based on the teaching purpose and content.

Choose the application carefully, try to be concise and focused, and unnecessary media forms are best not to appear, so as not to interfere with the key and difficult points of teaching and occupy the necessary explanations of teachers and children's thinking activities. For example, the big class art painting activity "Monkey" focuses on letting children depict various forms of monkeys. Teachers only need to present some fragments of the monkey's life and use multimedia to play relaxed music, instead of using audio media to tell the monkey's life habits too much in the process, which will easily interfere with the teaching focus and distract the children's attention.

4. Not all teaching activities must be supplemented by multimedia technology.

This is true of sensory development activities, manual operation activities and social practice activities. Teachers should choose appropriate teaching strategies according to specific teaching contents, and don't blindly pursue the novelty of teaching methods. For example, in the small class story "Dad is gone", the teacher only needs to set up a game scene for the children, without multimedia technology, so that the children can learn self-protection knowledge in actual role-playing.

5. Courseware making should be guided by pre-school education and psychology.

According to the law of children's acquisition of knowledge and experience, scientific design should be carried out, and children's age characteristics and personality characteristics should be paid attention to, 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 develop.

Fourth, teachers should strive to improve their ability to master new multimedia technologies, design excellent content, and organize and implement modern preschool education in a targeted manner.

With the continuous development of society, the application of multimedia technology in early childhood education will become an important breakthrough for children to implement quality education, deepen curriculum reform and optimize educational means. Modern multimedia technology can organically link various educational factors with teachers' teaching and children's learning, form the best combination and achieve the best teaching effect. Only by fully mastering multimedia technology as a modern educational means, following the laws of education and teaching and children's cognitive development, and constantly exploring the laws of modern educational technology itself, can we give full play to the role of multimedia technology in kindergarten teaching.

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