First, the advantages of kindergarten multimedia teaching
The object of kindergarten education is preschool children, who are young but have a wide range of interests. Their thinking is in the stage of concrete image thinking, and it is difficult to accept a lot of abstract things. Promoting the development of concrete thinking in images is the way to really develop children's learning potential at an early stage. Multimedia technology, with its rich, diverse and intuitive forms of expression, can better meet the requirements of young children in this regard.
(A) the use of multimedia to attract children's attention and improve their interest in learning.
Children in kindergarten are young and have no intention of paying attention. Bright, novel and concrete image stimulation is the main factor that causes children's unintentional attention. Multimedia technology can effectively attract children's attention with its bright colors, changeable dynamic pictures and sound coordination, thus improving their interest; Through vivid pictures, sounds and images to achieve some highly knowledgeable content, it is easier for children to master knowledge, and it is also in line with children's cognitive characteristics. Multimedia teaching technology comprehensively uses the effects of shape, sound, color and light to create various vivid and flexible learning and teaching situations, virtual reality, reappearing life scenes, making static knowledge dynamic, visualizing abstract knowledge and making lack of knowledge interesting, thus creating a relaxed and natural learning atmosphere. It is precisely because of its vividness, intuition and interest that it attracts children's attention and stimulates their emotions. For example, in the activity of "classification and counting" in middle class mathematics, the abstract and boring teaching content is turned into vivid and interesting teaching software, and the form of magic tricks by small animals and games with children runs through the whole activity. Whenever the computer shows that small animals are flapping their wings and singing beautiful songs, they bring out all kinds of colorful geometric figures and piece together beautiful pictures. This colorful and varied visual picture greatly stimulates children's desire to learn. At the same time, the computer sings with the little penguin in the whole courseware, which makes the children stay in the courseware for a longer time. It is precisely because of the vividness and vividness of multimedia teaching that children can enter a conscious learning state, love their brains and actively answer questions, and even introverted children become active. This effect is often beyond the reach of other teaching methods.
(B) the use of multimedia to create teaching situations, optimize the teaching effect.
The wonderful teaching situation created by multimedia can make the learning content change between dynamic and static, virtual and real, far and near, fast and slow, big and small, breaking many restrictions. Animation technology, in particular, can show some things that children can't feel personally in life, such as: let children know the various forms of owls, understand their living habits and different action methods when catching mice, so as to form the overall image of owls in children's consciousness. Multimedia computer has flexible and random interface exchange function. Teachers can exchange the pictures on the display screen and the stored sounds actively and quickly according to the teaching needs. The convenient playing function avoids the disadvantages of interrupting the teaching by reversing the audio-video recorder, which will distract children's attention and affect their thinking, so that teachers can control the teaching process more actively, thus enhancing the teaching effect. In the science class "interesting magnet", the difficulty is to let children master the relationship between positive and negative poles. Through the use of multimedia technology to carry out dynamic and realistic simulation, and visualize abstract concepts. It enables children to acquire intuitive and vivid knowledge and experience, thus improving the teaching effect.
Second, kindergartens to carry out multimedia teaching conditions
With the development and progress of the times, the conditions for using multimedia teaching in many colleges and universities may have been relatively sound and perfect, but there are still some shortcomings and defects in the conditions for using multimedia teaching in kindergartens. Teaching with many media requires both hardware facilities and software facilities:
(1) hardware facilities
Equipment and technical problems directly affect the application of multimedia technology. First of all, broadband facilities, slides, projectors, tape recorders, stereos, computers and multimedia networks should be installed in the park. At the same time, realize the sharing of teaching plans, courseware, experience, activity reflection and other materials of teachers in the park; It also provides useful help for teaching management. Of course, if you want to apply multimedia to a good class, the teacher's preparation is one of the keys. Multimedia teaching materials have certain requirements. First, the teaching materials should meet the teaching requirements and whether the topics are appropriate; Whether the content meets the teaching needs; Whether the key points and difficulties are outstanding; Whether the depth and difficulty are moderate. Secondly, it should meet the scientific requirements, and the content should be correct and logical; The simulation should be reasonable, accurate and true. The third is to meet the technical requirements, that is, the design of images, sounds and characters is very reasonable; Whether the picture, color and sound are clear, eye-catching and appropriate, and whether the sound and image are synchronized; Whether the interaction design and page jump are correct. The fourth is to meet the artistic requirements, whether the courseware is innovative and original; The choice of multimedia is appropriate, whether the picture is pleasing to the eye and whether the sound is pleasing to the ear; Whether it has a strong appeal. In addition, in order to better carry out multimedia teaching, some necessary conditions should be provided in the classroom. Such as computer projectors, so that teachers can choose multimedia facilities suitable for them through a series of systems to cooperate with their own explanations.
(2) Software facilities
As educators, teachers are organizers of teaching activities and play a leading role in the teaching process. On the one hand, kindergartens provide good facilities and environment for teachers, on the other hand, teachers' own quality is also very important. In the multimedia network teaching environment, we should keep pace with the times and adapt to the needs of the times. It is necessary to keep studying. Only teachers can skillfully use multimedia technology to obtain useful information on the Internet, skillfully use tools such as flash and power point to produce excellent multimedia teaching materials according to teaching needs, and can correctly and appropriately guide students to operate simply. If teachers can't use and master multimedia technology well and skillfully, how can they guide and teach children? At the same time, we should also design some computer courses for children to cultivate their ability to use computers in order to teach better.
Second, the role of multimedia teaching in kindergartens
(A) the use of multimedia to create an atmosphere for children to learn languages
Children in kindergartens are young and have short interest duration. It is very difficult to guide children to learn a language in a short time. However, with its vivid, intuitive and interesting performance, multimedia quickly attracted children's attention and made their interest reach the highest point. At the same time, we should also note that children's language learning needs the support of the environment, and a good language environment is an indispensable factor for children's language learning. For example, the language activity "Little Eggshell" in the middle class, the traditional teaching is to show pictures to attract children's attention, and then the teacher tells the story, and then the children know the title of the story, the characters in the story, and finally know what happened in the story. With the use of multimedia, children's enthusiasm comes as soon as eggs appear on the screen. The teacher's clicking on the screen also stimulated the children's interest in learning. They couldn't help shouting: "Chicken, chicken ……" At this moment, the teacher guided them to observe with whose child the little eggshell was. Why not happy? And use this as a conductor to guide children to think about whose home the little eggshell wants to be. Are bees collecting pollen? Are ants dragging bugs? Is it a singing frog? Is it a snail walking? Or a scarab passing by? Children can answer quickly at a glance. Vivid pictures build a bridge to language for children and promote their language learning.
(B) the use of multimedia to improve children's creative thinking ability
In computer teaching, we often take "telling stories, dealing with people, playing games and learning computers" as the teaching mode, and use a variety of retelling forms flexibly, so that children can accumulate rich vocabulary and beautiful sentences, and at the same time develop their ability to explore and solve problems and cultivate their creative thinking.
(1) Let children learn to summarize the general idea of the work. Children's understanding of things, the formation of concepts and the development of creative thinking are inseparable from the process of generalization. For example, when learning the story of Friends' Boat, let the children review some key codes they have learned, such as the space bar, so that the children can have a preliminary understanding of the characters in the story, and then show them in front of the children through vivid pictures, and repeat them with the help of sequential questions under the guidance of the teacher. Then the story animation is divided into several parts, and the specific problem is turned into a generalization problem, which makes it more difficult. Children should think independently, reorganize the language, learn to refine the main plot of the story, and creatively tell the general idea of the work.
(2) Guide children to repeat. Children like to create life scenes for the story hero and solve the problems in the story with their own way of thinking. Teachers grasp the characteristics of children and encourage and guide children to join their own adaptation when retelling stories. For younger children with poor language development, ask questions, guide them to discuss and choose the best way to develop stories. For older children with strong language skills, they directly ask for adaptation or continuation. For example, in the computer story teaching "Colorful Shrimp", teachers can inspire children to make supplementary retelling through such questions. For example, "Why did the little herring paint her body with seven colors?" "If you were a little herring, what would you talk to Grandpa Shrimp about?" In this way, children can be guided to explore various methods to solve problems, and various results can be compiled for stories, which not only includes children's bold imagination and reasonable speculation about stories, but also reflects children's attitude towards life, enhances children's ability to solve problems and better promotes children's creative thinking ability.
(C) the use of multimedia means to break through the difficulties of learning literary works
The learning activities of literary works in kindergartens start with a specific teaching of literary works, and launch a series of related activities around this work to help children understand the rich and interesting life displayed by literary works, appreciate the beauty of language art, and provide children with comprehensive language learning opportunities. Because the multimedia computer can pre-warn and integrate all kinds of information, and integrate words, numbers, graphics, videos, animations and sounds, the use of multimedia-assisted teaching methods can better help children understand the contents of literary works. For example, in order to increase children's life experience and let them understand and appreciate the artistic conception of prose, first play a video about spring rain to deepen children's impression of spring rain. Then let the children enjoy the prose with music while watching the animation; Then explain the difficult words one by one; Next, the animation related to poetry is demonstrated in sections, so that children can understand the prose sentence by sentence and stimulate their yearning and love for nature. It can be seen that multimedia has played an important role in this activity, which makes more complicated, uncommon and difficult to understand more intuitive, simple and dynamic, and is convenient for children to understand and master.
(D) Use multimedia to stimulate children's imagination.
The space of imagination is infinite. Imagination is not limited by knowledge of nature, scientific laws, traditional ideas, moral habits, rules and regulations. , but also can break the real limitations in real images. It is by no means a mechanical copy of reality, so teachers can't evaluate children's works by whether they are like or not. The number of imaginative elements in children's works depends largely on the teacher's evaluation. The teacher takes the image as the standard this time, and the child's painting will be close to the "image" next time, losing his imagination. In painting activities, teachers can try to ask questions, let children adapt to their own ideas to affirm their imagination, and avoid forming rigid and fixed thinking patterns. For example, in the painting activity of "Sun" in a small class, the teacher can ask: "Are all the suns red?" Let the children know that there are seven colors of sunlight. When children understand and try, the teacher will affirm in time and find that children choose different colors to draw different suns. Then the teacher can also ask: "Is the sun always a round face?" Children will decorate the shape of the sun: round face, long face, triangular face, trapezoidal face, patterned face, long hair, short hair, curly hair ... Through the teacher's questions to children, children develop rich imagination and draw exaggerated and distinctive objects. When the teacher affirms the child's imagination, the child will be more exaggerated and the imagination will expand. Therefore, in painting activities, teachers should ask more questions, affirm children more, and guide them to arbitrarily exaggerate, misplace, deform, combine, disrupt and change the realistic image-thus sprouting every child's imagination. Children's imagination potential is huge, and their naive childlike interest and unique ideas often give people new enlightenment.
It can be seen that the application of multimedia in kindergarten teaching is not only the improvement of teaching means, but also the great influence on the concept of education and teaching. It fundamentally changed the traditional educational concepts and methods and improved the teaching effect. The use of multimedia in teaching activities is conducive to stimulating children's interest in learning, cultivating children's sentiment and cultivating children's ability to feel and express beauty. As long as we keep learning, improve our understanding, seek truth and be pragmatic, and innovate boldly, multimedia-assisted teaching will definitely enter the kindergarten, become a beautiful landscape of teaching and play its unique role.