Social teaching is one of the five major fields of kindergarten and an important part of children's all-round development. However, under the traditional teaching method, social studies teaching is difficult and ineffective, and it is a neglected course. Whether it's quality class competition or thesis writing, social activity teaching seems to have been forgotten. Applying multimedia teaching methods to social teaching activities can make more effective use of social resources, guide children to truly feel the richness and Excellence of the motherland's culture, more effectively feel the changes and development of their hometown, and stimulate children's feelings of loving their hometown and motherland, thus achieving ideal teaching results. In the past two years, I have boldly tried to explore and deeply realized that the proper use of media teaching in social teaching is irreplaceable by other teaching methods.
First, the use of multimedia teaching to improve children's interest in learning
Einstein said, "Interest is the best teacher." Whether children's interest in learning is strong or not has a great relationship with teachers' creation of educational activity environment, provision of learning information and teaching content related to children's age. Multimedia teaching can arouse children's strong interest and thinking. Its flexible mode fully shows the advantages of sound, image, color and shape. Vivid and interesting pictures deeply attract children, making them feel easy to learn, love and enjoy learning, and have a strong interest in learning. In the new syllabus, many words such as "cognition", "understanding" and "perception" are mentioned in the content and requirements of the social field. For young children, if traditional words are used to preach, it is undoubtedly a manifestation of "lack of interest", while switching to multimedia means is a response of "full interest". For example, in social teaching activities, I lead my children to visit the site before class, and then divide them into two groups, A and B, and use two different teaching methods. Using the first teaching method in Group A, although I carefully prepared a lot of pictures and skillfully arranged the game activities, it took a lot of effort, but some children were either looking around or listless in the activities, and I really felt like "casting pearls before swine" at that time. The second teaching method is implemented in group B children. I play the video of children's field trip with multimedia in class. The children stared with wide eyes and happy smiles on their faces. They seem to find themselves in the crowd, and they seem to be exploring the footprints of history. Sometimes they nod, sometimes they find interjections.
Second, it is easy to solve the difficulties in teaching by using multimedia teaching.
The use of multimedia teaching can stimulate children's interest in learning, stimulate their curiosity and encourage them to actively participate in teaching activities. Then, in social teaching activities, some historical and cultural knowledge can't be achieved only by video explanation. Or do you know the historical sites in your hometown? One of the knowledge points is to understand the exquisite art, wisdom and hard work of the ancients, so as to cultivate children's love for workers and respect for the fruits of labor. I used multimedia technology, with its bright colors, changeable pictures and dignified sound, to show the production process of wall tiles, roof tiles and stone carvings of many historical sites. Especially at that time, the transportation industry was underdeveloped, and there were neither cars nor boats. It is much more difficult to transport wooden pillars, tons of large bluestones and countless bricks from distant places. The children looked at the picture right there and made "wow" sounds from time to time. This way not only makes them understand the greatness of working people, but also inspires children's desire to protect historic sites. A child said, "Teacher, I will never climb a stone statue again." A child said, "Teacher, I will never let my sister carve words on the wall again." Some children said, "Teacher, I love it as much as my eyes", while others said. ...
Third, use multimedia teaching to exercise children's language expression ability.
When children reach a certain age, they are not satisfied with knowing some things around them. However, teaching activities in kindergartens mostly use teaching tools such as pictures and objects, which limits children's knowledge acquisition. Multimedia teaching can expand children's knowledge, enrich their vocabulary and exercise their language skills. In social teaching activities, I edited the software Underwater World and Mountains and Rivers of the Motherland, which are suitable for the age. It breaks through the boundaries between time and space, and takes children where they want to go. Let children feel things that are difficult to feel at ordinary times and know the world that is difficult to know at ordinary times, so as to expand their knowledge and broaden their horizons, and let them dare to speak in their daily lives. For example, after reading the software Our Motherland, let the children talk about their feelings. The children said generously, "There are so many places of interest in our motherland. When I grow up, I will travel around China from time to time. " Other children said, "Our motherland is really beautiful, with magnificent mountains and rivers, especially the Great Wall in Wan Li ..." The children's answers were not only accurate and standardized, but also imaginative.
In the social teaching activities of kindergartens, the advanced technology of multimedia is used to help us solve the key and difficult points of education and teaching, and bring some things that cannot be displayed in daily teaching into the classroom, so that the teaching methods are flexible and diverse. However, the use of multimedia teaching means is not omnipotent. We must pay attention to:
1. Let the multimedia teaching method become a favorable weapon for us to solve the key and difficult problems in social education, and use this teaching form in the most important place in teaching activities instead of entering a misunderstanding: "Only high-tech things can mark a high education level!" It is wrong to turn the classroom into a cinema and deny the traditional means of audio-visual education.
2. Courseware making should be exquisite.
The time for children in kindergarten to concentrate on activities is generally around 15, while children in primary schools, middle schools and senior classes spend 20 or 25 minutes. If we don't consider the exquisiteness of the courseware and pursue more complicated and fancy pictures, because the courseware takes up a lot of time, the key and difficult problems to be solved will not be worth the candle before they are solved.
3. Pay attention to children's health.
In the field of health, the new Outline emphasizes that promoting children's health is the top priority. Whether children watch TV screens, computer screens or projection screens, we should consider their eyesight. The distance between the screen and the child should not be too high or too close, otherwise the education of the child will be at the expense of the child's health, which is also contrary to the requirements of the new syllabus.
In our education and teaching activities, the full and proper use of audio-visual media can replace the conventional teaching in the past, change static into dynamic, abstract into concrete, small into large, from far to near, and virtual into reality. As a preschool teacher, only by constantly learning, boldly trying and exploring hard can we improve the teaching effect and promote the development of preschool education.