Application Of Multimedia Courseware In Vocational Art Teaching

With the advent of the information age, the multimedia technology plays a vital role in teaching art. In the early twentieth century, some countries of the Europe and America had used it in the education. In 1958, the IBM company of the United States designed the first Computer-Aided Education System (CAT), which marked the beginning of computer-aided education. In 2000, the United States accounted for 80% coverage of the Internet. Among them,95% of schools and 72% of classrooms connected to the Internet,66% of teachers thought that the use of information technology could enhance the effectiveness of education in the classroom. Japan was located in the forefront of the development of multimedia educational technology in Asia. After 1990’s, Japan adapted "nine plans for multimedia equipment" proposed by government, which included the introduction of advanced multimedia technology, digital art whose unique forms of expression that supported by teachers and students. In 1998, our country’s "Nine-year compulsory education-Primary School Art Teaching" was first proposed, "teachers should strengthen the demonstration, to take full advantage of display pictures, artwork and a slide show, film, videos and other teaching means of visual teaching." we changed the traditional teaching model-- "a mouth, a book, a pen", so that the students could get a lot of audio-visual materials in the classroom, which made our class become more cheerful, lively, vivid and intuitive. At present, the application of multimedia courseware in the classroom of the high school art has been very common, however, things always have two sides. With a wide range of multimedia teaching applications, it has become increasingly obvious drawbacks.At present, for the strengths and weaknesses of the multimedia teaching, we use questionnaires to study and analyze. We find that the advantages of multimedia teaching, respectively is, convenient, fun, diversity, and environmental protection etc. But it also has lots of disadvantages, for example, teachers tend to rely on it; students may forget the previous page; the primary and secondary of the courseware is easily not obvious; students become too excited at the link of the stimulate interest; students enjoy uneven teaching resources and so on. Finally, according to the problems of multimedia courseware, we also make corresponding measures just for reference. For example, for the overall design of multimedia courseware, we can follow certain laws to make. For elimination of multimedia courseware for teachers of worship, we can improve the quality of teachers, so that teaching should be centered on student, according to the student’s individualized situation to design the courseware. For the lack of multimedia show, we can show two pages simultaneously, making it easier for students to carry out a series of knowledge of the class. It is better to learn and acquire new knowledge. For the high emotions of the students at the link of the stimulate interest, we should have a reasonable sense of control over this aspect of the students’ emotions to avoid overly excited, so as not to affect the overall progress of the class. For the different families conditions of students, we can make the computer in the classroom become the public computer, so that some students who have no computer at home can continue to enjoy this multimedia courseware resources.