Multimedia Teaching And Computer Prior Knowledge Of The Frontier Teachers Study On Production Effect Of Digital Textbooks

Using information technology to stimulate the modernization of education has become an important way to realize the leaping development of China’s education, and the construction of teachers is the basic guarantee of the sustainable development of education informatization. Information technology application ability is an essential information society teachers’ professional ability. Therefore, from the national, provincial, city and county to carry out the various information technology training for in-service teachers. through the multimedia teaching vivid, deepening the information learning concept, promote the ability of teachers’ effective application of information technology. But at present many schools in the border area of our country are lack of information technology professional talents, information technology teachers from quantity and quality are difficult to meet the needs of education information, information resources are relatively scarce, multimedia teaching is lack of effective mechanism of information resources integration problems. How to help the minority frontier area teachers master the multimedia technology, and designs the use of digital materials excellent in daily teaching, promote the development of the frontier of education, has the important significance of the research.The purpose of this study was to investigate the effects of type of multimedia learning on teachers’ learning performance and attitudes in e-Learning courseware productions. Participants who joined the e-Learning training program were assigned into two experiment groups: the paper-learning group and the multimedia-learning group, and learners were identified as high prior knowledge of computer and low prior knowledge of computer. In this paper, taking the "digital teaching material making effect" as the dependent variable, through the design of teaching materials and tools software uses two parts to judge.The result showed that, on the performance of instructional design, interactive effect of multimedia learning and prior knowledge of computer was not significant. In terms of multimedia learning, multimedia-learning group outperformed the paperlearning group. In terms of prior knowledge of computer, the high prior knowledge outperformed the low prior knowledge. On the performance of tool application, the interactive effect of multimedia learning and prior knowledge of computer was not significant. In terms of multimedia learning, there was no significant difference between two groups. In terms of prior knowledge of computer, the high prior knowledge outperformed the low prior knowledge.