This paper only talks about some personal experiences and understandings about the application of Authorware interactive technology in making multimedia teaching courseware. 1. Using buttons to design the main interface of courseware A successful multimedia courseware should have an attractive, complete and scientific classroom structure, which can macroscopically lay out the teaching content, promote the teaching process in an orderly manner, control the teaching rhythm smoothly, and switch teaching links freely and conveniently, all of which must be realized through the courseware making process. So how to make the complex process vividly and clearly express the classroom teaching structure on the limited main interface, my experience is to let the button interaction naturally play the most common and important role. For example, when making a new teaching courseware, five buttons are designed on the main interface of the courseware, such as learning objectives, activity areas, discussion and inquiry, improvement guidance and standard detection, and arranged in the appropriate position of the main interface in a certain way; When making review courseware, five buttons, such as "Basic Knowledge Consolidation", "Structural System Construction", "Application of Main Principles", "Penetration of Hot Issues" and "Improvement of Innovation Ability", are also designed in an interactive way, and arranged beautifully in coordination with the main screen. In this way, teachers and students can clearly understand the objectives, tasks and teaching process of this course through the main interface of multimedia display, which not only enhances the macro, freedom and controllability of teachers' leading operation, but also makes students' autonomous learning objective, hierarchical and procedural, and makes the structure of multimedia courseware holistic, scientific and operable. Second, using hot spots to display cartoons, characters, images and other teaching materials frequently and frequently, and introducing lively teaching materials such as cartoons, characters and images into multimedia courseware at the most appropriate time and in the most appropriate way according to the needs of teaching content. At this time, the design of hot zone interaction can be easily done. It doesn't need buttons on the main interface, and it doesn't need physical pictures, shapes and objects. It only needs to design a symbol part of the background as a rectangular hot spot. With the corresponding materials, you can show related cartoons, graphics, words or sounds, images and so on. Using the mouse in class (on the iconic hot spots) can make the teaching process show infinite spirituality and magic, which can not only create an atmosphere of wanting to promote first but also find a natural feeling, inadvertently condense the path of exploring knowledge and expand the space of innovative thinking. Thirdly, the special advantages of hot object interaction in the response of irregular objects such as regional maps and graphics. Hot object interaction and hot object interaction are very similar in creation and setting, but the disadvantage of hot area interaction is that the design of hot area is generally rectangular. Therefore, when using Authorware to make multimedia courseware, it is more efficient to use hot objects when encountering irregular design objects or moving objects. For example, when making courseware, we need to introduce the physical geography and historical events of Hong Kong, Macao and Taiwan, but Hong Kong, Macao and Taiwan, as administrative divisions, are extremely irregular on the map, so we adopt the interactive design of heat and material. The method is to drag and drop three display icons after the display icons of China map, and name them Hongkong, Macau and Taiwan Province Province respectively, and then press and hold the Shift key to open the three display icons respectively. Draw corresponding polygons along the administrative boundaries of Hong Kong, Macao and Taiwan provinces with polygon brushes in the drawing toolbox. The filling method is pure background color and the display method is transparent. Then, the interactive design of hotspot objects is established, and the transparent polygons of Hong Kong, Macao and Taiwan provinces are designed as hotspot objects, and the polygons are designed to blink in the corresponding lower stream response group icons, and then the geographical scenery and historical introduction are displayed in turn. Fourthly, the wonderful role of target area interaction in the construction of knowledge structure system. Whether it is a new teaching or a review class, especially a review class, it is an important measure to build a knowledge system and make knowledge integrated, systematic and networked. The common method is to present the knowledge structure system diagram or table to students in a certain way after the basic knowledge is newly taught or reviewed, so as to achieve the effect of summary and mastery. In the practice of multimedia teaching, the author found that the dynamic construction of knowledge system by using the interactive design of the target area can make classroom teaching more interactive, teaching more dominant, learning more active, and the construction of knowledge system more consistent with cognitive laws, thus being more solid. In the above review class, after the "consolidation of basic knowledge", we entered the stage of knowledge system construction, and multimedia showed a new layout and a prompt: "Can you drag the next sentence on the right to the left margin to build a knowledge structure system?" Then after the teacher's demonstration and guidance, it is operated by students. According to their review and mastery of textbook knowledge, students use the mouse to specify sentence objects, and then hold down the left key and drag it to the appropriate position of the interface. If the object meets the logical characteristics and position requirements of the system construction, it will stay and respond to the next closed line of the flashing system for further operation and construction. If the object does not meet the requirements of system construction, it will automatically return to its original place and wait for students to discuss and think before making further attempts. Finally, drag all related objects to the predetermined range, and the complete system construction will be successful, responding to the encouraging statement: "Use more brains and practice more, and your ability will be improved". After the "consolidation of basic knowledge" link, students get knowledge blocks through review, which is illogical and unsystematic. Inspired by the first prompt in the interface, with the guidance and help of the teacher, students operate by themselves, through their own thinking, through mutual discussion among students, and succeed in exploration and cooperation. This kind of knowledge creation is essentially different from the teaching and indoctrination of traditional teachers. It is also completely different from the conventional multimedia display structure, which further overcomes the display and indoctrination mode of modern technology and makes students' learning activities truly become a dynamic process full of independent cooperation, exploration and evaluation, emotional experience and ability innovation. The skill of courseware making here is mainly to set each knowledge block as a hot object (each hot object is stored separately in a display icon), and then set the correct target area and the invalid target area for it through the target area interaction design to achieve the above effect (of course, supplemented by conditional control interaction design to realize the response to stimulating discourse after success). Fifth, the unique role of menu interaction in adjusting the teaching dimension of reserve information. In the process of teaching, there are sometimes time errors in rhythm control, especially when there are few teaching contents, multimedia courseware is difficult to deal with emergencies, and students' active thinking needs to be broadened and deepened or their thinking needs to be stimulated. At this time, you need to rely on certain language, writing or other audio-visual materials to be confident. These are all because it is possible to appear on the spot, not the normal multimedia stream. Authorware menu interaction design can help you, that is, when making courseware, the teacher should consider as much as possible the unexpected situation or the relevant materials that need to be introduced when necessary, and then use menu interaction for reasonable design and storage. In operation, the drop-down menu occupies a very small screen area and can be accessed and switched at any time, so it does not affect the spatial layout of the interface. It does not affect the normal progress of the classroom process, increases the convenience and controllability of teachers' leading role, and makes teaching and learning have more room for adjustment in time and dimension. In addition, using Authorware to make multimedia courseware, time-limited interaction and time-limited interaction will be skillfully used in learning time and learning evaluation activities, so I won't repeat them here.