We have entered the high-tech 2 1 century, and computers have also stepped down from the high altar and entered schools, kindergartens and ordinary people's homes. Using it to make multimedia courseware to assist kindergarten education and teaching activities is more suitable for children's psychological characteristics, showing unparalleled advantages and playing a multiplier effect in activities. However, practice has proved that it is not easy to make a satisfactory courseware and realize the perfect combination of courseware making and kindergarten education and teaching activities. The following points must be observed.

I. Necessity

Courseware should serve teaching activities as an auxiliary means. The use of multimedia courseware can indeed inject vitality into teaching activities, but it does not mean that all teaching activities must use multimedia courseware. Therefore, whether to use multimedia in each teaching activity should be decided according to the activity design, activity objectives, activity content and the needs of each link in the activity process. It can be seen that novel and creative teaching activity design is a necessary prerequisite for courseware making. On this basis, the teaching activities and courseware are skillfully combined and integrated, so that teachers and children can fully enter the role and let children enjoy and accept naturally; In playing and games, it is easy to master. Don't make teachers tired, let alone children tired, and achieve the purpose of guiding, stimulating, prompting, inspiring and stimulating interest to deepen the impression. If we ignore the necessity of courseware and use it blindly, it will distract children's thinking and attention, distract the main objects of activities, and give people a feeling of being far-fetched and gilding the lily.

Second, fun.

The so-called fun means that the courseware should be childlike and playful. I think the courseware for children should be mainly in the form of cartoons and games that children like. Make activity stories and games. manufacture

The content of the activity regularly permeates the courseware, so that children can fully interact and permeate with the courseware, become the role in the courseware, become the main body of the activity, and give full play to their abilities. Only in this way can the courseware meet the children's learning characteristics and thinking level. To do this, we need to have rich creativity according to the teaching content, and we should reflect unlimited creativity in the making of courseware. Be creative about the activity design, each role and each scene in the courseware. In the process of operating a courseware, at least one or two clips and scenes that are very interesting to children are set around the activity objectives as highlights or highlights in the activity to stimulate children's interest and deepen their impressions. Therefore, when making courseware, we should not only make courseware to make abstract teaching content easy, but first consider how to arouse children's interest. Therefore, how to make a courseware that children like, accept and easily put into it, and how to put abstract and boring knowledge into lively courseware, so that teachers can easily inspire and children can learn happily in activities, is our ultimate goal in making courseware.

Second, visualization.

Children have little knowledge and experience, concrete thinking image, but very rich imagination. When studying, they need something to pull or click properly. Courseware plays the role of visualizing knowledge and builds a bridge between children's thinking and objective things. For example, in the appreciation of the poem Fengyun, the design is: "The clouds in the sky are really interesting, and the wind in the sky is capable", and the corresponding picture appears: in the background of blue sky and green grass, several white clouds are slowly fluttering in the blue sky, and the personalized clouds are very interesting in the pursuit. In the children's song: "Blow and blow, the cloud becomes a small white boat, the mast is erected, the sail is raised, and the small white boat floats and floats, which is invisible in the distance": the wind blows the cloud onto the screen, and then the wind slowly recedes, and the cloud becomes a small white boat. A cloud becomes a mast and stands on the white boat, and a flower becomes a sail and hangs on the mast.

The little white boat floating on the pole gradually disappeared into the sky, allowing the children to fully integrate into it. The fun of the clouds, the skill of the wind and a series of abstract movements such as blowing, blowing and drifting, accompanied by the teacher's emotional explanation and the teacher's cadence reading, made the children intoxicated with this beautiful poem and inserted the wings of imagination in a relaxed, happy and harmonious atmosphere.

Third, interactivity.

A good courseware must have strong interactivity.

Children's interests come and go quickly, so we should seize the highest point of children's interests and lose no time to show what children are most interested in: "seeing, listening and knowing" in front of children quickly and directly, so that children's interests and thinking can be linked, deepened and continued. It is best to change the scene and change the fragment within three seconds, so that the child can't wait for anything. In some places, it's within a second. You can't pull it down step by step like a drop-down menu and return it step by step, so the child's interest will disappear and his thinking will be interrupted. It directly affects the learning atmosphere and learning effect, which is not conducive to the concentration of the theme and the realization of the goal.

In addition, in the process of making courseware, we should pay attention to the interactive flexibility of courseware, that is, the operability and randomness of courseware. A good courseware must be able to show the scenes or fragments of this plot to children in time according to the specific links and actual changes in the teaching process. Moreover, it can be repeatedly called and operated according to the plot changes, the child's adaptation and knowledge mastery, and there is no intermediate link. For example, when I was doing a courseware to appreciate the poem "Clouds and the Wind", I divided it into several scenes, the title, the wind and the clouds, the clouds turned into ships, the clouds turned into lions, the clouds turned into fat dolls, and the teacher recited, appreciated and ended. The buttons of each scene run through from beginning to end, so that teachers can switch at will according to the progress of the course during the teaching process, and repeatedly operate and play scenes that children don't understand and don't understand deeply. At the same time, let the children operate by themselves and choose their favorite scenes and fragments to recite and perform.

Interaction can't be limited to the response of buttons and hotspots, it's a bit too rigid and creative. For example, in the courseware "Huaguoshan", when the Monkey King strutted to challenge the children on the screen, the teacher shouted at the Monkey King on the screen: "Monkey King!" The Monkey King immediately responded "Hey!" Teacher: "Listen carefully!" The Monkey King immediately put on a respectful look. "Ow!" Teacher: "Our children say they are not afraid of you. Use it if you have any skills! " The Monkey King is good! Please be optimistic and change! "Let the children see it as if the Monkey King could hear and listen to Teacher Dong and talk to the teacher. Curiosity suddenly increased and attention was highly concentrated. Some teachers enlighten children in activities, but the children just don't send them or send them what the teacher wants. At this time, let them

The color of the feet in the courseware is with the children. Hands in the air: "teacher! I said. "

Fourth, cohesion.

A courseware should have good cohesion, which can not only fully mobilize children's enthusiasm, but also satisfy children's curiosity and sense of accomplishment. It not only refers to the direct connection between courseware fragments, scenes and content itself, but also includes the connection with teachers, that is, in the production of courseware, there should be a contact interface with teachers according to the specific needs of teaching design, so that teachers can make use of topics to closely link all links in the teaching process, and children can naturally shift their attention from courseware to teachers. Let children's interests be developed and continued. Let's take the calculation class as an example: there are five treasure boxes on the table of a house. The astronaut pointed out, "There is a secret in the third treasure box from right to left. Please look for it? " The secret should be taken out of the treasure chest by the teacher himself, so that the activity can continue, that is to say, the treasure chest on the table should be handed over to the teacher. I handled it this way: when all the children found the treasure box, the teacher said, "If it is this box, let's show it to the astronauts." Just then, the astronaut stepped forward, held the treasure in his arms, lowered the child's eyelids, turned around, opened the door, and roared off, leaving the empty position of the treasure box on the table. The teacher asked knowingly, "Where are the children's treasure boxes?" The child said in a few words: "Let the astronauts take it away!" At this time, the teacher picked up the same treasure box from the table behind him: "Look, children, the astronaut gave the treasure box to the teacher." The treasure box went smoothly from the courseware to the teacher.

V. Conciseness

Teaching courseware is not a demonstration film, nor is it just a story cartoon. I think besides art classes and animated stories, it is better to keep the background picture simple. Too colorful background and lively scenes will play a negative role in distracting children and weakening the theme and objectives of classroom activities. Therefore, it is best to hide things that have nothing to do with the theme in the scene, so as to concentrate children's attention and highlight the theme. It's related things that people have to let go and hide after completing their tasks. For example, an astronaut in a computing class, after completing the task, sometimes leaves by spaceship, sometimes simply hides and appears immediately when using it. Otherwise, when the teacher asks the children to count, there must be children's attention attracted by the astronauts and commenting on them. You can't use it more in the language. Courseware is only an auxiliary tool for teaching activities, and it can never replace teachers' teaching and children's learning. For example, "Cloud and Wind", in addition to the background music, the teacher's appreciation of dubbing music and poetry recitation, the whole

There is only one lion roar in the courseware, leaving all the voices to the teachers and children.

Authenticity of intransitive verbs

Early childhood education is enlightenment education, and courseware teaching is a teaching method that children like very much. Things, sights, animals and people in the courseware have a direct impact on children. Therefore, in courseware making, especially in natural science, we should be serious and responsible and give children the truth. In the material, try to be close to nature and reality, don't mislead children, let children easily invest and achieve their goals. If you turn the earth-shattering lion roar into a wolf howl, the effect can be imagined.

Seven. complete

Courseware production should be complete, mainly including sound, text, pictures, animation and other materials. There is absolutely no need to put another tape recorder, slide projector, video recorder and VCD next to the computer. If the video converter is displayed on the TV, you can even remove the computer speaker and play the computer sound directly on the TV. The sound effect of big-screen TV is much better than that of computer speakers. At least it is loud and easy to control. Some units already have projectors, and most places with projectors have audio amplifiers, which have good effects and make full use of them. Courseware and activity design should also be an organic whole. Courseware serves active activities, not that link in the activities. Teachers should give full play to their rich imagination and unlimited creativity, study lesson plans and design courseware, so that courseware can be close to teachers and children, and really play its due role, instead of chasing fame and fortune and posing. Therefore, in the process of courseware design and production, only by closely focusing on the activity objectives and children's interests and inspiration points can we produce high-level courseware and truly play the role of multimedia.

These are my superficial views. I hope that preschool teachers with different views and opinions will discuss and discuss with me, communicate with each other and improve together.

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