Trial analysis of multimedia teaching problems

Trial analysis of multimedia teaching problems

Abstract: With the development of society, kindergartens are more and more using multimedia technology to carry out network teaching. In the process also appeared some of the beauty of the shortcomings, we now put it forward, through the peer, in order to better improve the effectiveness of multimedia teaching.

Thesis Keywords: Network Teaching Early Childhood

Multimedia is a very good resource, which can effectively combine text, graphics, animation and sound with each other. These colorful animations and pictures y attract young children and make them learn actively. It stimulates young children's interest and initiative in learning, develops their cognitive, emotional and exploratory abilities, and plays a positive role in the ECE classroom. At the same time, we should also see that the kindergarten multimedia teaching there are several shortcomings.

1. The concept of teaching is old, excluding network teaching.

The kindergarten traditional teaching experienced teachers, the face of new information technology is very confused, they simply reject modern information technology, stick to the old set. As teachers we need to organically integrate a variety of resources to provide a good environment and conditions for the development of young children. Therefore, teachers need to strengthen the learning, to complement each other's strengths and weaknesses.

2. Internet popularity wind, ignoring the traditional classroom.

The kindergarten has a "network wind", some teachers unilaterally emphasize multimedia teaching. Spend a lot of time and energy to learn the complexity of information technology, become a slave to technology, but ignored the traditional classroom teaching and traditional means of education. I often go out to listen to the class, the feeling I get is that no matter what the class has classroom materials, some classroom materials and even let the children to appreciate, observe the time is not even a moment, it has been unable to line up the use of the field. In fact, we spend so much energy to do a lesson, is it really meaningful to the children? I remember once I listened to a small class math class "sorting", the teacher used the courseware to sort the fruits on the train, the chairs on the train, and the cards. After listening to this lesson, my feeling that teachers pay a lot for this courseware, but on the contrary, the teacher might as well provide some physical objects for the children, so that the children to operate, hands on the chairs, peanuts, melons, in the operation of the child will naturally gain knowledge and experience. This is a great way for us to get the most out of our work, and we're sure that we're going to be able to do it in a way that's going to make us feel better about ourselves and our work.

3, the courseware production fancy, interfere with the children's learning.

First-line teachers are forced by various pressures to produce courseware. On the one hand, it is out of the curiosity of new technology, and on the other hand, there is a lack of research on young children, so there are a lot of courseware that will lead the normal teaching into the wrong way. Some teachers lack the understanding of young children, and they are obsessed with the pursuit of fancy, unnecessary pictures and animations, which are fascinating for young children to watch, but in fact interfere with the children's learning.

4. Dependence on the Internet and courseware.

Many kindergartens are equipped with projectors, whiteboards, etc., the teacher to the classroom to open the existing courseware to the classroom, into another form of reading from the book, the teacher usually do not read the textbook, but also do not study the young children, but also do not relate to the life of the teaching of the only courseware is from this is not conducive to the growth of the teacher, and is not conducive to the development of the young children.

Kindergarten in the use of multimedia teaching process there are shortcomings, then how to overcome these shortcomings? Specific 'methods can vary from person to person, the fundamental way I put forward three points for your reference:

1, update the concept of how effective media teaching premise.

According to the spirit of the "new just want" pay course concept emphasizes that the teaching process is the process of teacher-student communication and interaction; young children's learning process should be changed from passive receptive to active learning, active exploration; knowledge, skills, techniques, abilities, attitudes, emotions and values training closely linked.

According to the above concept, it is because multimedia can integrate sound, image, color, animation, so that young children enjoy, active learning. Can use the virtual form to show the life of the scene, make up for the lack of young children's life experience, so we teachers should accept this advanced teaching technology, to overcome e-phobia, and strive to learn the network technology, to better serve the teaching.

Network courseware is virtual, it is the reality of the teaching means insufficient to a supplement, but it can not replace the rich real-life situation of the educational effect on young children, but also than the real interaction of young children's knowledge, ability, emotions and values of the cultivation and molding to see, so some teachers with courseware reading from a textbook, some teachers to make courseware fancy, you can not use the courseware is to be but far-fetched courseware, these practices are not in line with the new curriculum concept. These practices are inconsistent with the new curriculum concept, so we emphasize that updating the concept is a prerequisite for effective multimedia teaching.

2. Reading the textbook is the basis for effective multimedia teaching.

The textbook is the main curriculum resource for teaching and learning. The textbook is nothing but an example, but it gives an elevation to the different ages of early childhood education, guides the direction and defines the scope. Only by carefully reading the textbook can you recognize the direction, identify the elevation, grasp the scope, familiar with the textbook on the basis of the teaching, to do not only comply with the "kindergarten education guidance program" requirements, but also contact with the lives of young children to develop educational objectives, design the content of the teaching and learning, the production of classroom materials to carry out the teaching. This is a great way to get the most out of your time and money, and it's a great way to get the most out of your time and money, and it's a great way to get your money back.

3. The guarantee of effective multimedia teaching is based on the ability of the students to learn from each other.

The production of multimedia courseware in the early childhood classroom should be guided by early childhood education and psychology, based on the laws of early childhood acquisition of knowledge and experience to the scientific design, pay attention to the age of young children, personality traits, so that the generality of courseware and the individuality of the organic combination. Teachers should consider the different levels of children's different levels of intellectual development, cognitive characteristics and personality and psychological characteristics, and set up the appropriate individualized teaching measures, so that each child can be in the multimedia classroom to get the benefits.

Above we analyzed the current multimedia teaching process deficiencies, and put forward a number of ways to solve the problem, the purpose is that we recognize these problems, in order to more effectively carry out multimedia teaching in teaching practice, so that young children in the ability to emotionally get more development!

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