Abstract: Multimedia is a collection of text, graphics, images, sounds, animations and video information transmitted by computers. There will be different descriptions of multimedia from different angles. Multimedia technology can provide input, output, storage and processing of various text information (words, numbers, databases, etc.). ), all kinds of sound information (sound, music, sound effects, etc. ) and various image information (graphics, images, animations, videos, etc.). ), making the displayed information more intuitive and natural. Therefore, multimedia technology is a combination of computer technology, audio technology, image compression technology and word processing technology. With the application of multimedia technology in education and teaching, more and more attention has been paid to the production of multimedia courseware. A good multimedia courseware can not only help students master knowledge better, but also improve teaching efficiency. So, what kind of courseware is a good multimedia courseware? How did he classify it and how did he do it? What are the basic methods of making multimedia courseware? Let me briefly introduce the method below.
Keywords: multimedia courseware, production methods
With the rapid development of computer technology in today's society, the integration of information technology with other fields and teaching fields has updated the concept of education and teaching, changed the status quo of education and teaching, and formed the integration of information technology and education and teaching. Among them, CAI is a new modern teaching method and a new trend of educational technology development in the world today. The rise of CAI is the most representative product of the information revolution in the whole education field. It not only promotes the transfer of knowledge through simple situation, single-channel and one-level classroom teaching, but also promotes the transfer of knowledge through multimedia, multi-channel, multi-form and multi-level. There are various types of multimedia courseware, and different types of multimedia courseware correspond to different teaching strategies. At present, multimedia courseware includes: demonstration, self-study, practice, simulation, test and data. Generally speaking, CAI supports the learning-based teaching mode and has been widely used in the world. At present, demonstration multimedia courseware designed for specific subject content is widely used in China. It supports the teaching-oriented teaching mode, appears with the auxiliary means of teachers' classroom teaching, and emphasizes solving the key and difficult points in teaching, which is generally mastered by teachers and displayed to students. After many times of actual production, I think the production of multimedia courseware can be roughly divided into the following parts.
First, choose the teaching theme and determine the teaching objectives.
The topic selection should be based on the necessity and feasibility of computer-aided teaching. Generally speaking, the content of the course is abstract and difficult to understand, and it is difficult for teachers to describe it in words and capture certain rules, which requires learners to practice repeatedly. Therefore, it is necessary to implement computer-aided teaching if conditions permit. At the same time, it is also necessary to analyze and determine the goals that can be achieved by project implementation, and to meet the requirements of teaching objectives. Special attention should be paid to the professionalism of multimedia. According to the characteristics of teaching content, multimedia materials should be carefully designed and produced, and the comprehensive performance functions such as pictures, words, sounds and images should be integrated to effectively mobilize and give play to students' enthusiasm and creativity in learning and improve learning efficiency.
Second, collect materials.
"Multimedia materials" are all kinds of auditory and visual materials used in multimedia courseware. We should prepare various media materials such as words, sounds, graphics, images, animations and videos according to the requirements of the script, and also process the collected materials to make them more vivid. When obtaining materials, there are usually the following methods:
1. Take pictures with a digital camera, and then convert them into bitmaps with corresponding software for processing.
2. Configure a video capture card in the computer, then convert the video played by a video recorder, video player or video camera into digital video, and save the digital video signal as a video file in AVI or MPEG format through video production software.
3. Collect images and words by graphic scanning.
4. Capture the image on the computer screen. You can capture still images and dynamic images on the computer display screen. One way to capture a still image is to press the PrintScreen key, put the screen image into the Windows clipboard, and then paste the image from the clipboard into the canvas with image processing software. Another method is to use software HyperSnap-DX Pro and SnagIt. We can use HyperCam, SnagIt, Camtasia and SCRNCAM to capture dynamic images.
5. Download information from the Internet. Download all kinds of materials can be directly downloaded by IE, or downloaded by software such as flashget, FlashGet or netants.
6. Use the corresponding software to make the material.
Third, the production process
Making courseware is the process of sorting out and perfecting the already creative scripts and forming products. It is not a simple media combination, but a complex process, which requires very strong hands-on ability for artistic processing. When making, the characters must be standardized, the images must be clear and stable, the composition and color should be used correctly, the operation should be smooth and smooth, the controllability should be good, and the reliability should be strong, which is conducive to students' careful observation and analysis and convenient for teachers to operate and use. When making, according to the script, follow the production principles, be patient and meticulous, use all kinds of software skillfully, and eliminate all kinds of possible faults in time. Multimedia courseware is generally made by selecting a multimedia tool software. However, in actual creation, in order to make the courseware more colorful and play a better teaching effect, it is often necessary to use multiple softwares at the same time. Commonly used are
Authorware, Powerpoint, Flash, Premiere, Photoshop, Cool3d, FrontPage, Dramware, Founder Aosi, Geometer's Sketchpad, Courseware King, Mengtai Yaoguang and so on, all have their own advantages. Different teachers will choose a software to create, because their teaching needs are different and their familiarity with different software is different. For example, we can use Cool3d as the opening caption, use Flas or GIF editor to make animation, then use Premiere to edit the collected audio and video or picture materials to generate AVI files, and then use Powerpoint slide mode or Authorware to combine with Founder Aosi, so that the courseware made is more vivid, intuitive, vivid and artistic.
Fourth, the courseware modification
Finally, we should debug, generate, combine and package according to different teaching environments. At the same time, pay attention to keep the source file for modification. Only when everything runs normally can it be put into practical use. If shortcomings are found in the process of teaching and learning, we should give timely feedback and correct them until we are satisfied. Multimedia teaching enhances the appeal of teaching through illustrated dynamic information, which is conducive to the improvement of students' enthusiasm, thus improving learning efficiency. Through the simulation experiment, students have a deeper understanding of what they have learned on the basis of perceptual knowledge, learned how to use what they have learned to solve practical problems, and achieved good teaching results. Some teachers use multimedia courseware, from introduction to new lessons, from concepts to rules, from examples to classroom exercises, which are projected on the screen. Students see more, listen more, think less, only emphasize too much external stimulation, leaving students with insufficient space for independent thinking. Multimedia teaching should pay attention to the cultivation of students' ability. Teachers should be organizers and instructors of the teaching process, not instigators of knowledge. Students should be the subjects of learning, not the passive recipients of knowledge. In addition, there are some phenomena such as "simplification", "literal" and "over-quantification" when teachers make courseware. Courseware is too systematic, integrating blackboard writing, process and practice, with a single form. Due to the limitation of teaching conditions, traditional teaching methods cannot be completed. It is vivid to use computer technology to simulate, but it should be noted that courseware making must be scientific, and simulation cannot replace the real process. Multimedia-assisted teaching is unique, advanced and efficient. Not all teaching contents are suitable for use, so as to realize teaching optimization. It should be used reasonably according to actual needs to achieve the best effect. Only by organically combining multimedia-assisted teaching with traditional teaching mode can we complement each other. Proper use of teaching media can fully mobilize students' learning enthusiasm, give full play to students' main role, cultivate students' innovative thinking ability and improve learning efficiency. It is a good class.
Verbs (short for verb) use feedback and modification.
In order to ensure the normal use of courseware, it needs to be tested many times, so as to find the problems existing in the operation of courseware, modify it in time and improve it continuously. After the test is completed, the prepared source files are usually packaged to generate executable files. The quality of a courseware can only be truly concluded through practice. After the courseware is made, it is applied to classroom teaching, and then the courseware is modified according to the feedback information of students to make it optimal. If the courseware produced does not arouse students' interest, does not have the due effect in class and does not achieve the expected effect in teaching, then such courseware is undoubtedly a failure. Teachers have to revise repeatedly, which requires teachers to be patient and not afraid of revision.
The styles of multimedia courseware can be varied and colorful, but the following situations should be prevented:
1, the interface is too fancy and the content is flashy.
Multimedia courseware needs the help of certain artistic forms, but not just for art, but for superficial articles. For example, colorful interface, beautiful buttons and changeable fonts beautify the interface and facilitate the operation of teachers, but they become the visual center of students and affect their attention to the teaching content. And staring at bright and beautiful pictures for a long time will affect students' eyesight. Only the organic combination of substantial content and perfect external form can truly achieve the purpose of imparting knowledge, mobilizing students' enthusiasm and improving teaching environment. In class, we often see that the courseware used by teachers has been carefully designed, from the processing of pictures, the selection of words to the artistic effect of playing. It is good to pursue the perfection of details, but it is also easy to attract students' attention to something irrelevant. For example, in Chinese class, there is often a link of reviewing words. When displaying characters, some courseware displays three or four different fonts on the same screen, or selects some irrelevant pictures as the background, and sometimes several cartoon characters pop up. Then, we can imagine that students' strong curiosity and freshness will naturally distract their attention from the lively scene, thus reducing the efficiency of classroom learning. In 2006, I listened to the quality class for primary and secondary school teachers held in the city. Most teachers use courseware in teaching. Some of them use Flash animation extensively, which is very wonderful. However, if used in class, students will only be attracted by their dazzling animations, and the specific content may not be learned. These courseware are made by teachers majoring in computer science in the school, and they are technically impeccable, but they can't play an auxiliary teaching role if they are separated from textbooks. Of course, there are also some very good courseware recognized by teachers, which can not only reflect the content of teaching materials, but also be suitable for teaching, and the standard is quite high.
2, bland.
Multimedia teaching is based on words, with images, sounds, animations and other means to stimulate students' senses in many ways and arouse students' interest, thus improving teaching efficiency and educational effect. There is no difference between a rigid multimedia courseware and blackboard chalk teaching method, and the teaching effect it obtains will naturally not be obvious. As I said before, if it's just a courseware of splicing pictures, it's better to use slides directly. Such courseware can never arouse students' interest, let alone how to assist teaching. Some teachers use multimedia courseware, from introduction to new lessons, from concepts to rules, from examples to classroom exercises, which are projected on the screen. Students see more, listen more, think less, only emphasize too much external stimulation, leaving students with insufficient space for independent thinking. Multimedia teaching should pay attention to the cultivation of students' ability. Teachers should be organizers and instructors of the teaching process, not instigators of knowledge. Students should be the subjects of learning, not the passive recipients of knowledge. In addition, there are some phenomena such as "simplification", "literal" and "over-quantification" when teachers make courseware. Courseware is too systematic, integrating blackboard writing, process and practice, with a single form. Due to the limitation of teaching conditions, traditional teaching methods cannot be completed. It is vivid to use computer technology to simulate, but it should be noted that courseware making must be scientific, and simulation cannot replace the real process. Multimedia-assisted teaching is unique, advanced and efficient. Not all teaching contents are suitable for use, so as to realize teaching optimization. It should be used reasonably according to actual needs to achieve the best effect. Only by organically combining multimedia-assisted teaching with traditional teaching mode can we complement each other. Proper use of teaching media can fully mobilize students' learning enthusiasm, give full play to students' main role, cultivate students' innovative thinking ability and improve learning efficiency. It is a good class.
3, recklessly, Hu together
The making of courseware emphasizes appropriate materials and materials. For example, when teaching Romance of the Three Kingdoms, if modern pop music is inserted into the courseware, it will look a bit nondescript and even destroy the charm of the whole courseware. When soft background music is needed, inserting rhythmic rock music also destroys the overall effect of the courseware. Even when there is no music, there is music, which will greatly affect the overall effect of a courseware. The advantages of computer courseware are hypertext, human-computer interaction and network. Judging from the courseware made by many teachers at present, most of them can't reflect these three functions, just turning pictures, videos, words and other contents into computer demonstrations, which can't be regarded as real courseware. We say that a courseware is a complete teaching plan and a complete lesson, which can reflect our basic teaching skills. However, many of us do courseware just to cope with running errands, for competitions, for professional titles and other purposes, and don't spend time and energy to complete it at all, or spend a little time and energy. As we all know, it takes time and energy to design and complete a good courseware. The shoddy things can not only fail to complete the teaching task, but also waste students' time, so that our teaching quality can not be improved as it should be. The production of computer courseware is not a simple patchwork of several contents, but an organic integration of all aspects of knowledge, and courseware cannot be made for the sake of courseware.
In a word, making a good multimedia courseware is a hard creative process, which requires us to study and work hard in practice. Through our painstaking research, we can not only stimulate students' interest in learning, but also enable students to acquire knowledge better. At the same time, through this production process, you can constantly improve your computer technology.
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