What are the applications of new technology in primary education and teaching?

In recent years, computer multimedia technology has developed rapidly and has really matured. Many traditional analog digitalization can benefit from microcomputers, so that video, audio, images, animations and graphic characters can be processed together on computers. Therefore, the amount of information processed and expressed by computers has increased dramatically, which provides the possibility for the application of multimedia computers in computer-assisted classroom teaching.

The application of multimedia technology in pedagogy is the most promising and exciting field. With the progress of society, the rapid increase of science, technology and knowledge and the expansion of population, there is an urgent need for well-trained talents who can adapt to the requirements of the times. Using the characteristics of multimedia technology, such as high integration, good interactivity, large information capacity and timely feedback, using or alternately using various kinds of information to give learners senses fundamentally changes the disadvantages of traditional teaching and makes learning more interesting, natural and humanized. The application of multimedia technology in education and teaching has far-reaching significance.

Simplify complexity, simplify complexity, speed up teaching, save class hours and reduce teachers' labor. With the development of science and technology, multimedia technology will be combined with network technology, simulation technology, artificial technology and other high-tech applications in education and teaching, which will surely set off a new revolution in human education.

As an attempt to apply multimedia technology in teaching, we have established a multimedia classroom. The main teaching methods are image processing, computer animation and sound to deal with teaching problems. The whole system mainly includes: computer, projector, screen, stereo, scanner; In the teaching content, the principle of step by step and gradual development is adopted, and the traditional teaching methods are combined with modern teaching practice. Teachers explain and guide, and use the system to show the simulation. Arrange the time reasonably and leave enough time for students to discuss. In this way, students can understand, comprehend and consolidate their knowledge from three aspects: listening, watching and speaking.

Science teaching in primary schools is a very practical subject. In science teaching, we can't rely entirely on the teacher's explanation or the teacher's demonstration. Students must do experiments by themselves and master all kinds of knowledge and skills in repeated observation and experiment activities. According to the characteristics of science class, I apply multimedia technology to science teaching to serve our science teaching.

First, use multimedia technology to create a situation for students to explore their own scientific knowledge.

In science teaching, we should pay attention to guiding students to draw conclusions through observation experiments and independent thinking, and guide students to explore knowledge independently. The purpose is to enable students to exercise and develop related abilities in the process of acquiring knowledge, and to master the preliminary methods of learning natural science.

Second, using multimedia to help cultivate students' experimental operation ability.

Some basic hands-on experimental skills should be mastered in science teaching in primary schools. This is not only the need of connecting the contents of primary and secondary education, but also the urgent requirement for education under the situation of rapid development of science and technology. Therefore, we should not only dare to let students explore independently in the face of nature, but also give full play to the leading role of teachers and use necessary means to guide students to know all kinds of experimental equipment and materials, learn to use them and master the basic skills of experimental operation. In this respect, multimedia technology is also a great force. The application of multimedia technology in experimental teaching can improve the teaching effect, make students observe better, understand the research problems faster and leave a deep impression.

Before the experiment, use multimedia to help students assemble the experiment, master the matters needing attention in the experiment, such as the lesson of evaporation and boiling of water, and ask students to heat the water in the test tube with alcohol lamp. There are illustrations in the textbook, but the pictures are static, which is difficult for some students to understand, so I made a small courseware with multimedia; Step 1: Show the alcohol lamp and let the students know the alcohol lamp. When talking about what part, what part flashes to stimulate students' senses and help them remember. Step 2: Make the process animation of alcohol lamp. Show the process of taking off the lamp cap first, and then show how to light it. Finally, show the wick lighting. Important places, such as the position of the hand when lighting the lamp, can be played repeatedly with text notes. The teacher will explain it again when playing. After ignition, show a question, why do you want to ignite from bottom to top? The third step is to show the characteristics of a burning wick, so that students can observe and compare the differences of three colors of flame. The outer layer is light yellow, the second layer is orange, and the innermost layer is called internal flame. Then, show the label and let the students remember that the innermost layer is called the flame core, the second layer is called the inner flame and the outermost layer is called the outer flame. At the same time, it is introduced that the upper layer of external flame has the highest temperature and needs to be heated by external flame, and the fourth layer is called external flame. After the demonstration, let the classmates at the same table think and discuss with each other, and let each group actually operate it again. Finally, demonstrate heating the test tube. Show a test tube with a small amount of water in it, and the test tube is clamped from above by a test tube clamp. The outer flame of the alcohol lamp just heats the bottom of the test tube. The main points and key points in the experiment are displayed on the screen through multimedia, with the teacher's demonstration and explanation, so that students can master the method on the basis of understanding. After the demonstration, ask the students to repeat and ask them to answer the method of water heating correctly. How much water is there in the test tube? Where is the test tube clamp? The angle between the test tube and the flame? Which part of the fire is used for heating? Wait a minute. Then, let the students learn to operate, heat the test tube filled with water with alcohol lamp, and carefully observe the phenomenon when the water boils. Compared with traditional teaching methods, students' mastery of the situation is very satisfactory.

Third, use multimedia technology to guide students to use what they have learned to analyze and solve practical problems.

Theory should be combined with practice, and the purpose of learning knowledge is to apply what you have learned, which is also required by science in primary schools. After guiding students to acquire knowledge independently, actively guiding students to analyze and solve practical problems can not only promote students to deepen their understanding of what they have learned, but also enrich their knowledge, broaden their horizons, get exercise and increase their talents in practice. In this regard, the proper use of multimedia technology can also play an enlightening and inducing role.

For example, teaching "respiratory organs" is a black box textbook, which analyzes what respiratory organs people have. We have a physical model. Although we can show students which internal organs and positions people have, we can't show students which organs gas passes through when breathing, nor can we let students know which respiratory organs people have through their own observation. In order to let students learn independently, we can design an animation with multimedia technology. The arrow marked with blue indicates the inhalation process along the stomach, pharynx, larynx, trachea, bronchus and lung. Let the students think about which gas organs the gas passes through when inhaling. Play the animation again. The arrow marked with yellow indicates the exhalation process along the lung, bronchus, trachea, larynx, pharynx and stomach, and then ask the students to think about which organs the gas passes through when exhaling. After the students know what organs people breathe through, let them talk about what respiratory organs are and what monks are in the human body. Because of the above teaching methods, students can tell which respiratory organs people have.

When talking about gas exchange, I also designed such a teaching process by using multimedia technology; Through our experiments, the students come to the conclusion that the gas inhaled by people contains more oxygen and less carbon dioxide; Exhaled gas contains more carbon dioxide and less oxygen. What the hell is going on here? So I want to talk about gas exchange. There is a video of a popular science education film about human respiratory organs, which doesn't quite match our textbook. So I captured the useful part of the computer with video and modified it. In this way, this part of the key content can be used several times in class, and how to use it, which changes the shortcomings of poor flexibility of TV recording. Moreover, the atmosphere of class discussion has been greatly improved, students' thinking is generally flexible, and the effect of memory afterwards is excellent. All this is due to multimedia technology, which is interactive and flexible beyond other audio-visual means.

Four, the appropriate, reasonable and timely use of multimedia, emphasizing teaching efficiency.

Now multimedia-assisted teaching is advancing in exploration and gradually opening to the public, so some teachers have all-round ideas in their hearts; In order to have a good class, you must use multimedia. In fact, everything has two sides, and multimedia is no exception. How to have a class and what kind of teaching methods to use are all determined by the teaching content. The contents of some of our courses, such as the frog mentioned earlier, are different in different regions because of China's vast territory and rich resources. In order to solve the contradiction between textbook arrangement and regional differences, we can use multimedia technology for teaching, or it is an abstract concept. After using multimedia, this abstract problem is transformed into a very easy-to-understand and intuitive problem, and we can use multimedia technology. Because its teaching effect can't be achieved by other teaching methods, there are also some teaching materials, such as "Playing with Stones" in the first book of primary school science, and all kinds of stones. Students should be allowed to find the similarities and differences between them and their own characteristics in the process of playing, and the teaching purpose they want to achieve can also be completed in the process of playing. Therefore, teaching can be carried out without using multimedia technology.

In a word, multimedia is an advanced means of modern education. Applying it to our primary school nature teaching and using this high-tech product to assist our scientific enlightenment education can not only help us solve many problems, but also subtly educate students to love, learn and use science again and again. With the continuous development of science and technology, teaching networking is bound to be the development trend of teaching in the future. Combine multimedia technology with network teaching reasonably, and let multimedia courseware spread on the Internet. This is beyond the reach of other teaching methods.