The use of information technology in the teaching of elementary science courses makes teaching more intuitive, more visual, and more convenient. For example, the introduction of multimedia in experimental teaching can make the experiment more intuitive and the results more significant. In some demonstration experiments, the students sitting behind often can't see how the teacher demonstrated. It is a worry that some experimental phenomena can't be seen clearly and the crowds are crowded forward, causing disorder in the classroom and introducing multimedia technology. Nowadays In the experimental teaching, we use the physical projector to show the teacher's subtle manipulation process on the big screen in a clear and three-dimensional manner. Students sitting in different positions can see lifelikely, and it is much more convenient to learn or manipulate.
The use of information technology in the teaching of elementary science courses makes the teaching situation more attractive. Creating a good teaching scenario in the classroom helps students to stimulate learning initiative, find more problems, and enter the inquiry process more quickly. Using information technology to create "sound, color, light, electricity" teaching scenarios, increase the capacity of teaching content, expand the "space" of teaching, delay the "time" of teaching, open up students' horizons, and increase students' knowledge, such as When teaching "A Variety of Rocks", I used PPT to show students some special rocks, such as pork stone, fox stone mountain, etc., so that students can guess what they see, and students can hardly think of these. All of them are rocks, and they immediately create a close interest, and then show the pictures of the rocky wonders. The students want to explore the secrets of the rocks.
The use of information technology in the teaching of elementary science courses makes the main points of difficulty and teaching simple. Make full use of various e-learning skills such as slides, projections, videos, multimedia, etc. in the teaching, so that the abstract concept is concrete, the boring knowledge is interesting, the teaching environment is optimized, and the ideas of teacher teaching and student learning are broadened. Progressive teaching results. For example, when teaching "Eclipse and Lunar Eclipse", several pictures are displayed in the text. Because it is static, students' thinking is limited. In order to open the gate of thinking, I searched a large number of dynamic videos from the Internet to show students, students. The thinking is extremely active, so that students are guided to discover and ask questions. Through seminars and experiments, students are made aware of the formation process and causes of eclipses and eclipses. Most of the knowledge that touches the universe is boring and difficult to understand. After using multimedia information technology, this part of the knowledge is interesting and easy to learn.
Multimedia information technology teaching is a brand-new teaching method. Multimedia teaching is a new thing. It shows its great role in teaching practice. Its advantages are obvious to all. I will not enumerate them one by one. However, the use of it should follow the principle of timely, appropriate and appropriate, and should not be over-reliant. It should not and cannot completely replace the traditional way. Only by properly combining multimedia information technology with traditional teaching methods, fostering strengths and avoiding weaknesses and complementing each other, all serve the teaching, so that our teaching can be achieved with less effort and achieve the best results.
The use of information technology in the teaching of elementary science courses will enrich the teaching content. A great advantage of audio-visual media in modern information technology is its large capacity, which is not limited by time and space. It can break through the things that people can't do or can't do in classroom teaching, so that teachers' teaching results can be best. As a result, students gain more and more knowledge. At the same time, in the teaching process, you can also use multimedia to connect with old knowledge and speak new knowledge. For example, when learning "The Life of Silkworm", the shape characteristics of the silkworm and its growth changes are shown in the picture, allowing students to observe and recall the recall, and to review the silkworm from birth, growth and reproduction. The whole process of death. Then, transition to how to understand more knowledge about metamorphosis animals. In this way, the knowledge of the entire unit is made compact and coherent, shortening the distance between time and space, the teacher's classroom teaching is simple, and the students' induction and generalization are smooth. In multimedia classroom teaching, multimedia technology also allows students to go beyond time and space, recognizing a lot of knowledge that cannot be found in real life. For example, when teaching the "Animals of Animals" lesson, teachers should not only impart knowledge in the text. More importantly, students should understand more extracurricular knowledge and improve their interest in learning. In teaching, you can use real eggs to understand the structure of eggs. For deeper knowledge, you should use multimedia technology to raise chicken eggs and frogs. The whole process of egg hatching is introduced into the classroom, which is shown in the students' learning: when a chicken in the multimedia screen appears from the shell and appears on the screen, when the small cockroaches gradually become a small frog, the whole classroom teaching Immediately active, students observe the things that they usually want to explore but cannot do through perspectives, listening, feelings, etc. The enthusiasm naturally turns from passive to active, loves nature, and the consciousness of returning to nature is immediately in the students' Formed in the mind, so that students not only complete the purpose of learning, but also let students touch the nature and broaden their horizons.
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