How to make multimedia courseware

A clear definition of courseware Teachers to grasp the modern education, the first thing to be clear what is courseware? The so-called courseware is in a certain learning theory under the guidance of the teaching objectives designed to reflect a certain teaching strategy and teaching content of the computer software. In addition, ② according to the Ministry of Education in 1997 issued by the production of multimedia courseware specification definition, courseware is "the realization and support of a specific course of computer-aided teaching software and supporting teaching materials." It can be seen from the courseware teaching content and teaching processing strategy of the organic combination of two categories of information. A good multimedia courseware not only sound, colorful content of the lecture image visual expression, and can achieve the best learning effect. Second, teachers should do their own courseware Primary and secondary school teachers to produce courseware to assist classroom teaching, is for the classroom teaching content needs, the characteristics of the material and the actual students and the design and production of software to assist classroom teaching, these courseware is often arranged in the process of classroom teaching, assisting the teacher of the concept of further explanation, explanation, or to help students to recognize some of the phenomena, revealing some of the laws and so on. Teachers produce their own courseware, not to replace the teacher's teaching, and general professional software development company to produce the teaching or learning software is basically by the computer to play the role of the teacher, to the learner to teach new knowledge or new skills. The main courseware and movies are almost the same, language, music, pictures, animation are quite beautiful, as a good teaching reference film or student self-study tools, it is indisputable, but as a new type of teaching tools used in classroom teaching is much worse. These courseware is difficult to grasp the communication between students and teachers, not to mention interactivity. The teacher's own courseware, when to insert a section of the picture, when it should be returned to re-tell, when it should be when the students discuss ......, the application of free, at will. At the same time, teachers can be based on the specific circumstances of the students to grasp the knowledge of the appropriate deletion or increase. Third, the production of multimedia courseware principles Teachers to produce their own courseware, and when to follow what principles? Multimedia-assisted teaching process mainly consists of four elements: teachers, students, teaching materials and multimedia. The four elements are interlinked, mutual constraints, forming an organic whole, in order to achieve satisfactory teaching results, the relationship between the four elements must be correctly handled. According to Piaget's theory of constructivism: teachers are the organizers, guides, and helpers and facilitators in the process of teaching and learning, rather than the knowledge instillers who take the initiative to teach. Students are active constructors of knowledge meaning, rather than passive recipients of external stimuli, the object of knowledge inculcation; the knowledge provided in the textbook is the object of active construction of students, rather than the content of the teacher to the students to inculcate; the media is to create a learning situation, students actively learn, collaborate, explore and complete the cognitive tools for knowledge construction, rather than the teacher to instill the students to the use of the means and methods. From this we can see that multimedia-assisted teaching can not be a simple substitute for the teacher's teaching, but still give full play to the leading role of the teacher and the main role of the students. At the same time to highlight the auxiliary function of multimedia teaching, teachers have to deal with the relationship between these four elements, I think the first thing you have to make clear the purpose of the courseware. For example: is to stimulate students' interest in learning, mobilize learning enthusiasm, or to solve a key, difficult problems; is to help understand, deepen the impression, to promote memory, or in order to enable students to correctly apply the knowledge that has been learned; is to expand knowledge, enrich the content of the teaching and learning, to inspire the imagination, or to cultivate a certain aspect of the skills skills and so on. Determine the purpose of courseware production, and then according to the new standards, to the textbook as the basic, from the realization of the teaching objectives, the need to complete the teaching task, but not for the textbook bound, fully increase the gold content of the courseware, to play the advantages of multimedia courseware teaching. If contrary to the principles of teaching and learning in the production of courseware at random, it is like leaving the curriculum standards to talk about the design of teaching and learning, is ultimately a basket of water is empty. Fourth, the design of the creation of scripts Multimedia teaching to get rid of some of the dull formation of teaching, relying on a large number of multimedia materials to enter the time and classroom space limitations of the content into the classroom, reflecting its unique advantages. Material selection should be based on the content of the textbook and decide, such as teaching the appreciation of Chinese painting, you can first take the traditional Chinese ancient music, some of the author's masterpieces, the author's profile and photos. This is composed of a sound and colorful appreciation class, its beautiful mood and harmonious melody is far from relying on a few words right plus the teacher's exhaustive explanation can be replaced, so that the art class in the boring appreciation of the class alive, so that the students easily, happily, learned knowledge. Determination of teaching objectives and the design of the script is also an important aspect of the production of multimedia courseware similar to the creation of film and television, feel the need to determine the structure and layout in advance, the interface of the expression, the first material to take and other aspects of the content. Therefore, for the first attempt to try the courseware production teachers, you can prepare the appropriate text script in advance, on the basis of penetration of the text script, repeated conceptualization, creation. Fifth, to solve the difficulties of courseware production Teachers are not a computer company's software a program division, but the school's educators. The development of courseware is not the main task of teachers, the main task of teachers is teaching. Many primary and secondary school teachers just contact with the computer or are not very familiar with, I think we can first take the following three aspects: 1, can be adapted to the production of courseware software, secondary schools now advocate collective lesson planning, teachers can express their views on the more popular now flash, autherware, director, powerpoint, word, geometric drawing board software, etc., each teacher does not have to be proficient in the software. Each teacher does not have to be proficient in all the software, as long as a little understanding, to play the collective strength, you can produce better courseware. In this way, on the one hand, can improve the efficiency of the production of courseware, on the other hand, also improves the rate of practicality and utilization of courseware for teaching. 2, can give courseware "weight loss". When designing courseware, focus on the key points in each class, difficult points. Do break through one or two difficult points in each class, do not face to face, as long as the teacher really find it difficult to speak clearly with the unique advantages of multimedia to speak clearly. 3, more collection of material. Through various ways to collect a wide range of courseware, including buying the necessary software to download online. So that other people's things for their own use. Teachers can use the software to intercept the material in the required parts, reassembled and processed, personally produced or with colleagues to produce some computer-aided teaching courseware. Sixth, the courseware production points of note Multimedia courseware production can take the name of the kind of software, style and can be diverse, colorful. I am in the course of courseware production and teaching the actual experience, summarized in the following three points on the point of view: 1, flashy, fancy Multimedia courseware with the help of certain forms of art, but not simply for the art of art and art, just stay in the surface articles, only the content of the full and the perfect external form of the organic combination of the real to achieve the transfer of knowledge, mobilize students to mobilize the enthusiasm, improve the teaching and learning environment. The purpose of the teaching environment. 2, dull and monotonous, haphazardly put together A basic starting point for multimedia courseware is based on text, with images, sound, animation and other means to stimulate students' senses from various aspects, arousing the interest of the students, a form of dull multimedia courseware and the blackboard with chalk teaching is no difference, it is obtained by the teaching effect will not be significant. The production of courseware seeks to take the right material, the right material. For example: in teaching Chinese painting, if you insert some foreign songs in the courseware, it will seem a bit incongruous, and even undermine the meaning of the whole courseware. Courseware form "running class" in the use of multimedia courseware, often some teachers are afraid of operational errors, for the sake of convenience, will be designed into the order of courseware or structure, as long as the class presses the next key, the courseware will be in order to play down. Such a class is also a "running class", when students interact with the computer according to certain patterns and ideas and clues predetermined by the designer of the courseware, do they have enough time for in-depth thinking about the problem? Here, teachers find ways to channel students' thoughts into the computer's established processes. This reinforces the initiative of the teacher and the passivity of the students, and weakens the communication between the teacher and the students only, which is contrary to the new curriculum standards. Poor teaching courseware will only play a role in cutting students' thinking. In short, a multimedia courseware should be to give full play to the potential of students, strengthen the teaching effect, improve the quality of teaching as the center of gravity. Multimedia is only an auxiliary means of teaching. As the saying goes, "There is a method of teaching, but there is no fixed method, the most important thing is to get the method." Each teaching method is a constituent of a certain way of activity.