Children are full of interest in the world around them and have a strong curiosity about new things. When they see something new, they will take the initiative to approach and explore the mystery. Moreover, in a lot of knowledge about nature, some contents are difficult to express clearly in words. Psychology points out that children aged 3-6 mainly think in concrete images, and their learning can not be separated from the support of concrete things and their appearances, and the development level of abstract logical thinking is still low. Especially for children in small classes, it is difficult to understand many abstract concepts and hidden scientific problems. They can only understand specific things, but can't make complicated analysis and synthesis. So children are not interested in deep activities. In order to stimulate children's interest in activities, it is easy for children to notice such scientific knowledge by using multimedia technology and skillfully using bright colors, vivid pictures, pleasant sounds and rich elements that children are interested in. For example, in the activity of "Little Eggs Open the Door", let children know the secret of eggs. Only by the teacher's explanation, it is really difficult for children to understand the process of chicken from egg formation to hatching. No matter how vivid the speech is, the child still has a little knowledge at last. During the activity, I played the whole process of chicken formation in eggs with PPT, and added some sound effects. The children watched and stared at the picture with their eyes wide open, and kept chanting "Isn't it amazing?" "Look, the chicken is so small." "Come on, chicken." The children's keen interest in this activity is obvious.
Second, simulate anthropomorphic techniques to break through key and difficult points
Children's thinking is vivid, and it is often difficult to understand abstract knowledge or abstract concepts. Children often have a little knowledge, and multimedia can vividly display teaching content in a personalized way. Using image animation, the characters' language is organically integrated, and the key and difficult points are vividly displayed. Change the object of knowledge from abstract to lovely characters, and make static knowledge visible and audible, so that children can gain more perceptual knowledge in multimedia and understand the laws and changes of things. For example, in the "clock-reading" activity in the math class of senior three, the teacher came to our class for the first time as a small guest. When explaining the difficulties of the hour and half an hour, the courseware tells a short story about the clock "Doudou". Doudou has three brothers: hour hand, minute hand and second hand. On the basis of understanding for a whole hour and a half, it is difficult for the child to say when it appeared (the hour hand is between two numbers). Courseware shows the hour hand and minute hand intuitively and vividly, and through anthropomorphic language, it turns static teaching into dynamic picture and preaching into visual stimulation. Because of the personification of the clock, children have a sense of intimacy, which not only mobilizes their enthusiasm, but also enables them to master half marks correctly and quickly, and has achieved good teaching results.
Third, the use of multimedia teaching can effectively cultivate children's creative ability.
The intuition of multimedia teaching not only shows children real life pictures and stimulates their interest in learning, but also simulates scenes that do not exist in life, which is helpful to cultivate children's creative ability. The stronger children's interest in learning and desire to explore, the more careful they observe things, and the more they can stimulate their creativity. For example, when telling the fairy tale "Kingdom of the Forest", teachers can use multimedia teaching to show the simulated pictures in front of children, which will enrich children's understanding of the forest and help stimulate children's creative ability. After playing the multimedia courseware, the teacher can ask the children to create a picture about the forest and animals. With the continuous progress of this kind of teaching, children's creativity is also constantly strengthened.
Fourth, optimize the activity process and give play to children's thinking and imagination.
The biggest advantage of multimedia courseware is to turn static into dynamic, turn inaction into image, vividly express words that teachers can't understand and reproduce historical figures that teachers can't prepare. Teachers no longer prepare complex teaching AIDS for teaching activities, but can present them with courseware. In children's eyes, multimedia courseware is like a treasure chest, which can hold everything vividly, thus stimulating children's communication consciousness, improving children's oral expression ability and giving play to children's thinking and imagination. For example, the large class science "interesting hair" activity requires children to understand hair styles. Children lack a comprehensive understanding of hairstyles. If you use pictures one by one, the teacher may not be able to show them completely, and it is rather dull and does not combine perceptual experience. Therefore, in teaching activities, teachers use multimedia to make courseware to show people's hairstyles of different times, ages and occupations one by one, forming a sharp contrast. It greatly improves children's imagination, enriches children's perceptual knowledge, and is conducive to children's observation, analysis and synthesis. Thinking while watching deepens children's understanding of hairstyles, which not only develops children's imagination and thinking ability, but also cultivates children's language expression ability.