Can information technology be involved in children's daily life and how to choose?

The main goal of kindergarten language teaching is to cultivate children's ability to understand and express language. In the previous kindergarten language activities, teachers could only read aloud vividly on the basis of understanding the connotation of the works, convey the language information to children, or teach with the help of pictures and recordings, but these methods could not express all the contents of the works, which affected children's understanding and experience of the works. Therefore, the traditional teaching mode of teacher-centered, textbook-centered and classroom-centered is questioned and replaced by an open modern teaching mode of children-centered and active learning. Multimedia technology is just suitable for this new teaching mode. It integrates pictures, texts, sounds and images, and has the characteristics of vivid images, strong information stimulation, vast space and time, flexible and simple operation. Through this multimedia means, vivid and vivid dynamic images can be made. Colorful pictures, beautiful music, clear and standard pronunciation and colorful content provide a good audio-visual interactive language environment for children to learn languages, which can not only stimulate children's interest in learning and improve their concentration, but also set off the situational atmosphere expressed in literary works, greatly promoting the optimization of language teaching methods and the improvement of language teaching effect in kindergartens.

First, animation arouses interest and arouses children's interest in learning.

Interest is the guide of curiosity and the foundation and motivation of children's learning activities. Zhu, an ancient educator in China, said long ago, "Teaching people without interest and learning without happiness". Multimedia technology integrates images, sounds and animations, providing various stimuli for children, attracting their attention, arousing their curiosity and stimulating their interest in learning. For example, in the poetry teaching of Raindrops in the middle class, teachers use multimedia teaching methods to enrich the abstract language with vivid images-flowers bloom in the rain, fish play in the water, seedlings grow in the rain, and with beautiful sound effects, the atmosphere of activities is rendered, which provides a good learning environment for children. This colorful animation effect allows children to quickly enter the learning situation, interact with teachers, and generate internal motivation for learning poetry. Statistical results: 80% children have always maintained a strong interest, 95% children have been in the active learning state, and 60% children can speak on their own initiative. Using traditional pictures for teaching, children can only keep short attention. Because although the picture is colorful and dynamic, it is still. Teachers can't present rich images of things, and children can't concentrate. This way is not in line with children's cognitive characteristics, so children are still interested in the initial stage of teaching activities, but after 10 minutes, children begin to be distracted. Some play with things by themselves, some look indifferent, and some start to move their hands. Children who can speak and read poetry will always be a few activists. The teacher manages discipline while teaching children to read nursery rhymes. As a result, teachers are tired of teaching and children are tired of learning. It can be seen that colorful, lively pictures, interesting explanations and pleasant music help children maintain a high learning mood, and the stability of intentional attention brought by this learning mood further increases children's investment in learning, so that children's vision, hearing and brain can be fully mobilized, and they can enjoy listening, speaking and thinking, thus effectively achieving success in learning.