Summary of content: Teaching reform is deepening, chemistry teaching is inseparable from multimedia courseware, how to grasp the timing of using multimedia courseware, how to make multimedia courseware, what are the software for making chemistry multimedia courseware, how to download chemistry courseware, you will understand after reading this article. It can be seen that multimedia-assisted chemistry teaching cannot simply replace the teaching of the teacher with multimedia. It is still necessary to give full play to the leading role of teachers and the main role of students, and at the same time highlight the auxiliary functions of multimedia teaching. Only by properly handling the relationship between these four elements can we correctly position the position and role of multimedia courseware in chemistry teaching in middle schools. From this point of view, the production of multimedia courseware should follow the following principles: 1. Middle School Chemistry Teaching Resources 2. People Education Network-Middle School Chemistry 3. CAI Teaching-Network Communication 4. Shulin Walk 5. Lotus CAI etc.
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Keywords: timing software principle production download
With the rapid development of information technology, the application of computers in education and teaching has become increasingly widespread. Now many schools have built campus networks and connected with the internet, forming a comprehensive, multi-channel, interactive teaching system. Multimedia has become a new trend in the application of computers in the field of education. Multimedia technology refers to the computer as the core, comprehensive processing of multimedia information such as text, graphics, images, sound, animation and video, and to establish a logical connection of these information to express richer and more complex ideas or methods. These teachings Information can act on the various senses of students in a short time, so that students have an unprecedented deep feeling. Using multimedia courseware to assist teaching is an ideal modern teaching method. I am a chemistry teacher who has been teaching for more than ten years. I have been actively researching and studying multimedia technology and its applications for two years, and I have gained some experiences and lessons. The following is my rough views for my colleagues ’reference.
1. The timing of using multimedia courseware in chemistry teaching
1. Microscopic particle movement. Chemistry is the science of studying the movement of particles such as molecules, atoms, and extranuclear electrons, and the movement of microscopic particles is invisible to the naked eye and can't be touched by hand. Usually, we only rely on flip charts and models to pass us The teacher's explanation makes the students understand. The process of the movement of particles cannot be fully demonstrated. For example, the essence of experiments such as the decomposition of water in junior high school chemistry and the reduction of copper oxide by hydrogen, but it is impossible to grasp all at once by the perception ability of junior high school students, but the separation of particles is simulated with multimedia courseware The process of integration can make students quickly understand and accept. High school chemical crystal structure, organic molecular space structure, isomerization, cis-trans isomerization, chiral carbon, hybrid orbital, large π bond, electrolytic cell principle, galvanic cell principle, elimination reaction, addition reaction, esterification reaction , Polymerization, colloidal dialysis and electrophoresis, etc., can be simulated with multimedia courseware. The author is deeply impressed with the knowledge about crystal structure, which usually requires two or three lessons. Today, with multimedia courseware, only one lesson can fully explain it, and the effect is very good. For example, how many sodium ions, how many chloride ions are there in a unit cell of sodium chloride crystals, and how many sodium ions are equidistant around a sodium ion, and how many nearest sodium ions are there?
2. Experiments that are toxic, harmful and cannot be completed in a short time. Such as colloidal electrophoresis, the nature and preparation of hydrogen sulfide, CO, SO2, Cl2 and other toxicity experiments.
3. Consequences of wrong experiment operation. For example, when hydrogen is used to reduce copper oxide, it is heated first and then hydrogen is passed, water is added to concentrated sulfuric acid to dilute concentrated sulfuric acid, and acetylene is prepared by using a Kip generator.
4. Macro demonstration of chemical production process. Such as contact method to produce sulfuric acid, ammonia oxidation method to produce nitric acid, etc.
2. Introduction to commonly used software suitable for making chemistry multimedia courseware and its functions
Commonly used software suitable for making chemistry multimedia courseware are: Authorware, Director, Founder Aos, Flash, 3Dmax, etc. The author prefers three software, Authorware, Flash and 3Dmax. Authorware is a powerful media combination tool, which can organically combine text, images, sounds, animations, videos, etc., and has rich interactive functions, which is suitable for the later combination of various materials prepared. Flash is a simple and easy-to-learn plane animation tool, suitable for doing some plane demonstrations of particle movement. 3Dmax is a large-scale software, and its 3D modeling and animation functions are very powerful. It is generally used for the courseware with high space requirements such as the spatial structure, isomerism, and crystal structure of organic matter.
3. The principle of making multimedia courseware
The multimedia-assisted chemistry teaching process mainly includes four elements: teachers, students, teaching materials and multimedia. The four elements are interrelated and restrict each other, forming an organic whole. In order to achieve satisfactory teaching results, the relationship between the four elements must be properly handled. According to Piaget's constructivist learning theory: the teacher is the organizer, mentor and helper and promoter of the construction of knowledge meaning in the teaching process, not the indoctrient of active teaching; the student is the active builder of knowledge meaning , Rather than passive recipients of external stimuli and the objects of knowledge indoctrination; the knowledge provided in the textbooks is the object that students actively construct, not the content that teachers instill into students; Explore and complete cognitive tools for constructing the meaning of knowledge, not the means and methods used by teachers to instill in students.
1. Multimedia courseware is a tool that highlights the key points of teaching and breaks through the difficulties of teaching. Anything that can be realized with ordinary media such as models and wall charts does not need to be displayed with multimedia courseware. The relationship between the use of multimedia courseware teaching and traditional media teaching should be properly handled. Chalk and blackboards are still our teachers ’main teaching tools. We should use multimedia courseware as the finishing touch in classroom teaching.
2. Ordinary chemistry experiments that can be demonstrated in the classroom can never be replaced by videos or animations. Experimental media cannot be replaced by any other media. It can cultivate students' observation ability, hands-on ability, analysis ability and unity and collaboration ability. Experiment is the most direct and vivid media. Chemistry teachers can not give up the experiment and give up the experiment that can be done. Go to computer simulation experiments.
3. Multimedia courseware should take the form of small "integrator" as the main form. After the multimedia courseware is completed, it should be suitable for everyone to use, and there will be no conflicts due to different teaching ideas and classroom structures. That is, one difficulty corresponds to one courseware. The teaching ideas have changed, the classroom structure has changed, and the courseware can still be used. Only such courseware will have strong vitality and be promoted. The reason why many teaching courseware on the market cannot be promoted on a large scale is here.
4. Courseware should have good interactivity. Some teachers weave the entire classroom teaching content, teaching procedures, and blackboard writing when making courseware. During the class, the teacher just clicks the mouse and “next†all the way down. Although there is a lot of effort, but the interaction is too little, it is still “indoctrination. "Style", the teaching effect is not good. Especially the self-study exercise-style courseware for students should have good interactivity and feedback function.
4. Learning the method of making multimedia courseware
In addition to computer professional teachers, middle school teachers are generally not very familiar with language programming, so there are very few courseware that directly use language programming. The introduction of several kinds of software above does not require the foundation of language programming. Like Authorware, it is a This icon-oriented programming tool is easy to master. Buy a corresponding book and do some examples with reference books. You can master it in about a week. If you have expert guidance, you can learn about it in three days. Of course, it takes a lot of practice to be able to use it with ease and ease. The learning of other software is roughly the same, in which Flash learning time is shorter and 3Dmax is longer.
5. The source of multimedia courseware
The source of multimedia courseware is nothing more than two aspects: one is to make it yourself, and the other is to download it online. Through our own ideas and creativity, the courseware produced is the crystallization of wisdom and the result of hard work. We should be proud of being able to produce good multimedia courseware. However, due to limited time, limited energy, and even foreign language proficiency, the courseware that is completely made by yourself is ultimately a minority, and a large number of courseware still needs to be downloaded online or for secondary development. The Internet has realized the sharing of resources. Our chemistry teachers should be able to make full use of network resources for their own teaching services, solve the same teaching difficulties and even find multiple courseware. We must absorb, use, improve and develop comparatively. Of course, do n’t forget to hang your proud work on the Internet for your colleagues ’reference and download.“ I am everyone, everyone is me â€is the principle we all follow.
Six, common courseware download website:
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