H. Y. Zhang
putting some inquiry questions after showing some videos such as “What did you see?” “What did you think
about?” “Can you put forward some resolving ways?” and so on. When showing some contexts needs a process,
we can lead students continue learning by shinning the hint text in the process.
4.2. Graphic Media
Graphic media are used in science courseware as two goals such as directory guide and show content.
When graphics are used as directory guide, we can make diversify the guide way and reduce optical and
thinking insipid arose by only text directory. For example, there are two subjects in section 1 of Chapter 1: the
secrets of the nature and wonderful experiment phenomena. There are several small topics which provide free
selection to students. We use text buttons to guide the two subjects and using graphic to guide the small topics.
Each graphic embodies the content of each topic such as the soap bubble graphic means a series soap bubble
experiments, the penguin graphic means the exploration about penguin and the South Pole.
On the other hand, we use graphics as show content because we want to enlarge the schoolbook content.
Some rare pictures such as the STM of silicon crystal surface are used in courseware. We provide pictures when
some contents are just described by text in the schoolbook. For instance, in the topic of the types and application
of soil, we used many pictures of concrete examples in order to help students understand the schoolbook pro-
foundly.
4.3. Animation Media
Animation media is more lively than graphic, but it is not so good that use lots of animation media. In science
courseware, we used animation media in four aspects such as express the micro-world, make the content more
lively, express the content which can’t shoot fully, express the experiments which hardly reappear. For example,
the process of the form of soil is very long, it is impossible to record a video, we use animation to express this
process clearly and simply. Another example, scientists made two experiments to explore the bat flying depend
on eyes or ears. There are only word expression and no any video, we used animation to reappear the experi-
ments and make the topic interesting.
4.4. Video Media
Video is the most strongly media of expressive force and infective force. There are lots of video media in
science courseware mainly used in three aspects.
One is to show the phenomenon can’t be seen usually such as the flycatcher in biology.
Next is the experiments that hardly success once in classroom or the experiments that need long time and
there is not enough time to finish in classroom.
Last is the experiments that there are no equipments in school to do or the experiment is danger to students
such as the experiments of liquid nitrogen.
When we make video media, we should pay attention to four points that the process must be real, the video
must be attractive, the important content must be pushed forward and the video must be directive for students to
do experiments.
4.5. Sound Media
Sound media used in science courseware mainly in the explaining of content and the commentary of video. The
sound must use stand mandarin standard and the tone must be suitable for the scene. At the same time, we pro-
vide the control of sound media, teachers or students can listen or not listen to the sound according their de-
mands.
5. Conclusion
One of the new trends in instructional design is to use the abundant media [4]. It is very important to make ex-
cellent courseware to enrich the media materials and use them appropriately. The ready-made media materials
are not so many and hardly to find. Therefore, in order to enrich the media library, teachers, media creators and
courseware creators should collaborate with each other, and develop more Science courseware in the future.
