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一、利用信息多媒体激发学生学习兴趣通过制作多媒体教学软件，还可以将各种不同的信息，如数据、文字、图像、动画、声音等有机集成在一起，进而展示事物的本质特征与内在联系，使抽象的图形、数字，呆板的文字，变成赏心悦目的画面，对学生进行多重感官的刺激，有利于创造一种生动活泼的教学环境，激发学生学习兴趣。教学时我们可以利用实物投影仪等多种教育技术，使学生真实地看到作者在文中所状之物，所写之景，如美丽的圆明园、壮丽的长江三峡、笔陡的华山、汶川大地震的感人场面等等，让学生从视觉、听觉上全方位的感受。这种对照学习，无疑有助于提高学生的阅读能力、理解能力和写作能力，形色共现，声情并茂，能取得比传统教学手段更理想的教学效果。二、利用多媒体技术，培养学生的自主性学习随着多媒体技术的成熟，电化教学已成为课堂教学中不可或缺的一部分。无论是课前导入、精读欣赏、重难点突破还是讨论探究，时时都可以见到多媒体技术的身影。然而，如果把信息技术这一有力武器交给学生，让学生置身于网络环境中，学生失去了教师这根“拐杖”，必然得打破原有的学习方法和时间安排，放开手脚，自己去针对问题，解决疑问，寻找答案。学生必然能充分发挥主观能动性，打破被动学习的局面，逐渐形成适合自己的自主探究的学习方式。三、巧妙结合语文学科的特点，运用多媒体技术语文新课程标准明确指出，工具性和人文性的统一，是语文课程的基本特点。语文学习更多的注重学习中人文精神的熏陶与情感的交流，注重以真情感染读者，以形象唤起美感，以意境领悟主旨，以培养语言意识和语文习惯为目标。而多媒体课件里的文字、声音、图片、图像等极大满足了学生感官需求,激发了学生学习兴趣，缩短学生从形象思维到抽象思维的距离，达到“启其所感，导其所难”的目的。从这一点看，多媒体辅助语文教学主要表现在创设情境，激发兴趣这两个方面。以皮亚杰为代表的认知心理学家提倡的建构主义学习理论，把“情境”列为学习环境四大要素之首。他们认为，学习总是与一定的社会文化背景即“情境”相联系的，在实际情境下进行学习，可以激发学生的联想思维，使学习者能利用自己原有认知结构中的有关经验，去同化和索引当前学习到的新知识，从而在新旧知识之间建立起联系，并赋予新知识以某种意义。
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一、利用信息多媒体激发学生学习兴趣通过制作多媒体教学软件，还可以将各种不同的信息，如数据、文字、图像、动画、声音等有机集成在一起，进而展示事物的本质特征与内在联系，使抽象的图形、数字，呆板的文字，变成赏心悦目的画面，对学生进行多重感官的刺激，有利于创造一种生动活泼的教学环境，激发学生学习兴趣。教学时我们可以利用实物投影仪等多种教育技术，使学生真实地看到作者在文中所状之物，所写之景，如美丽的圆明园、壮丽的长江三峡、笔陡的华山、汶川大地震的感人场面等等，让学生从视觉、听觉上全方位的感受。这种对照学习，无疑有助于提高学生的阅读能力、理解能力和写作能力，形色共现，声情并茂，能取得比传统教学手段更理想的教学效果。二、利用多媒体技术，培养学生的自主性学习随着多媒体技术的成熟，电化教学已成为课堂教学中不可或缺的一部分。无论是课前导入、精读欣赏、重难点突破还是讨论探究，时时都可以见到多媒体技术的身影。然而，如果把信息技术这一有力武器交给学生，让学生置身于网络环境中，学生失去了教师这根“拐杖”，必然得打破原有的学习方法和时间安排，放开手脚，自己去针对问题，解决疑问，寻找答案。学生必然能充分发挥主观能动性，打破被动学习的局面，逐渐形成适合自己的自主探究的学习方式。三、巧妙结合语文学科的特点，运用多媒体技术语文新课程标准明确指出，工具性和人文性的统一，是语文课程的基本特点。语文学习更多的注重学习中人文精神的熏陶与情感的交流，注重以真情感染读者，以形象唤起美感，以意境领悟主旨，以培养语言意识和语文习惯为目标。而多媒体课件里的文字、声音、图片、图像等极大满足了学生感官需求,激发了学生学习兴趣，缩短学生从形象思维到抽象思维的距离，达到“启其所感，导其所难”的目的。从这一点看，多媒体辅助语文教学主要表现在创设情境，激发兴趣这两个方面。以皮亚杰为代表的认知心理学家提倡的建构主义学习理论，把“情境”列为学习环境四大要素之首。他们认为，学习总是与一定的社会文化背景即“情境”相联系的，在实际情境下进行学习，可以激发学生的联想思维，使学习者能利用自己原有认知结构中的有关经验，去同化和索引当前学习到的新知识，从而在新旧知识之间建立起联系，并赋予新知识以某种意义。
Multimedia is media that utilizes a combination of different content The term can be used as a noun (a medium with multiple content forms) or as an adjective describing a medium as having multiple content The term is used in contrast to media which only utilize traditional forms of printed or hand-produced text and still In general, multimedia includes a combination of text, audio, still images, animation, video, and interactivity content Multimedia is usually recorded and played, displayed or accessed by information content processing devices, such as computerized and electronic devices, but can also be part of a live Multimedia (as an adjective) also describes electronic media devices used to store and experience multimedia Multimedia is similar to traditional mixed media in fine art, but with a broader The term "rich media" is synonymous for interactive Hypermedia can be considered one particular multimedia 点下面连接，还有很多的~~
创新能力是一种能积极改变自己、改变环境的应变能力和创造能力要培养学生的创新能力,还要开展语文课外活动,为学生提供创新的条件和机会,使学生的创新能力在语文活动中得到更充分的发展
%E5%A4%9A%E5%AA%92%E4%BD%93-R8EQCzwC&dq=Multimedia&printsec=frontcover&source=web&ots=HLMDAUKO_x&sig=POt4qRhHToWW285HDV0rhOK73_A__G_uZWSk0C&dq=Multimedia&printsec=frontcover&source=web&ots=BWKM7BeGY3&sig=qtxAVyhZrV3LWbXuBz4uHBxAfbQ_I-w_6WEC&dq=Multimedia&printsec=frontcover&source=web&ots=lj5Nvmkxwf&sig=ejfe54C5KUzZK7VX9kSxw44jmVY#PPR7,M1-HpNFiTkC3QX3x3BJJzwsVnsVYMultimedia is media that utilizes a combination of different content The term can be used as a noun (a medium with multiple content forms) or as an adjective describing a medium as having multiple content The term is used in contrast to media which only utilize traditional forms of printed or hand-produced text and still In general, multimedia includes a combination of text, audio, still images, animation, video, and interactivity content Multimedia is usually recorded and played, displayed or accessed by information content processing devices, such as computerized and electronic devices, but can also be part of a live Multimedia (as an adjective) also describes electronic media devices used to store and experience multimedia Multimedia is similar to traditional mixed media in fine art, but with a broader The term "rich media" is synonymous for interactive Hypermedia can be considered one particular multimedia CategorizationMultimedia may be broadly divided into linear and non-linear Linear active content progresses without any navigation control for the viewer such as a cinema Non-linear content offers user interactivity to control progress as used with a computer game or used in self-paced computer based Non-linear content is also known as hypermedia Multimedia presentations can be live or A recorded presentation may allow interactivity via a navigation A live multimedia presentation may allow interactivity via interaction with the presenter or FeaturesMultimedia presentations may be viewed in person on stage, projected, transmitted, or played locally with a media A broadcast may be a live or recorded multimedia Broadcasts and recordings can be either analog or digital electronic media Digital online multimedia may be downloaded or Streaming multimedia may be live or on-Multimedia games and simulations may be used in a physical environment with special effects, with multiple users in an online network, or locally with an offline computer, game system, or The various formats of technological or digital multimedia may be intended to enhance the users experience, for example to make it easier and faster to convey Or in entertainment or art, to transcend everyday Enhanced levels of interactivity are made possible by combining multiple forms of media Online multimedia is increasingly becoming object-oriented and data-driven, enabling applications with collaborative end-user innovation and personalization on multiple forms of content over Examples of these range from multiple forms of content on web sites like photo galleries with both images (pictures) and title (text) user-updated, to simulations whose co-efficients, events, illustrations, animations or videos are modifiable, allowing the multimedia "experience" to be altered without In addition to seeing and hearing, Haptic technology enables virtual objects to be Emerging technology involving illusions of taste and smell may also enhance the multimedia TerminologyHistory of the termIn 1965 the term Multi-media was used to describe the Exploding Plastic Inevitable, a performance that combined live rock music, cinema, experimental lighting and performance In the intervening forty years the word has taken on different In the late 1970s the term was used to describe presentations consisting of multi-projector slide shows timed to an audio In the 1990s it took on its current In common usage the term multimedia refers to an electronically delivered combination of media including video, still images, audio, text in such a way that can be accessed [1] Much of the content on the web today falls within this definition as understood by Some computers which were marketed in the 1990s were called "multimedia" computers because they incorporated a CD-ROM drive, which allowed for the delivery of several hundred megabytes of video, picture, and audio Word usage and contextSince media is the plural of medium, the term "multimedia" is a pleonasm if "multi" is used to describe multiple occurrences of only one form of media such as a collection of audio CD This is why it's important that the word "multimedia" is used exclusively to describe multiple forms of The term "multimedia" is also Static content (such as a paper book) may be considered multimedia if it contains both pictures and text or may be considered interactive if the user interacts by turning pages at Books may also be considered non-linear if the pages are accessed non- The term "video", if not used exclusively to describe motion photography, is ambiguous in multimedia Video is often used to describe the file format, delivery format, or presentation format instead of "footage" which is used to distinguish motion photography from "animation", motion Multiple forms of information content are often not considered multimedia if they don't contain modern forms of presentation such as audio or Likewise, single forms of information content with single methods of information processing ( non-interactive audio) are often called multimedia, perhaps to distinguish static media from active UsageMultimedia finds its application in various areas including, but not limited to, advertisements, art, education, entertainment, engineering, medicine, mathematics, business, scientific research and spatial temporal Several examples are as follows:Creative industriesCreative industries use multimedia for a variety of purposes ranging from fine arts, to entertainment, to commercial art, to journalism, to media and software services provided for any of the industries listed An individual multimedia designer may cover the spectrum throughout their Request for their skills range from technical, to analytical, to CommercialMuch of the electronic old and new media utilized by commercial artists is Exciting presentations are used to grab and keep attention in Industrial, business to business, and interoffice communications are often developed by creative services firms for advanced multimedia presentations beyond simple slide shows to sell ideas or liven-up Commercial multimedia developers may be hired to design for governmental services and nonprofit services applications as Entertainment and fine artsIn addition, multimedia is heavily used in the entertainment industry, especially to develop special effects in movies and Multimedia games are a popular pastime and are software programs available either as CD-ROMs or Some video games also use multimedia Multimedia applications that allow users to actively participate instead of just sitting by as passive recipients of information are called Interactive M In the Arts there are multimedia artists, whose minds are able to blend techniques using different media that in some way incorporates interaction with the One of the most relevant could be Peter Greenaway who is melding Cinema with Opera and all sorts of digital Another approach entails the creation of multimedia that can be displayed in a traditional fine arts arena, such as an art Although multimedia display material may be volatile, the survivability of the content is as strong as any traditional Digital recording material may be just as durable and infinitely reproducible with perfect copies every EducationIn Education, multimedia is used to produce computer-based training courses (popularly called CBTs) and reference books like encyclopedia and A CBT lets the user go through a series of presentations, text about a particular topic, and associated illustrations in various information Edutainment is an informal term used to describe combining education with entertainment, especially multimedia Learning theory in the past decade has expanded dramatically because of the introduction of Several lines of research have evolved ( Cognitive load, Multimedia learning, and the list goes on) The possibilities for learning and instruction are nearly EngineeringSoftware engineers may use multimedia in Computer Simulations for anything from entertainment to training such as military or industrial Multimedia for software interfaces are often done as a collaboration between creative professionals and software IndustryIn the Industrial sector, multimedia is used as a way to help present information to shareholders, superiors and Multimedia is also helpful for providing employee training, advertising and selling products all over the world via virtually unlimited web-based Mathematical and Scientific ResearchIn Mathematical and Scientific Research, multimedia are mainly used for modelling and For example, a scientist can look at a molecular model of a particular substance and manipulate it to arrive at a new Representative research can be found in journals such as the Journal of MMedicineIn Medicine, doctors can get trained by looking at a virtual surgery or they can simulate how the human body is affected by diseases spread by viruses and bacteria and then develop techniques to prevent MiscellaneousIn Europe, the reference organization for Multimedia industry is the European Multimedia Associations Convention (EMMAC)An observatory for jobs in the multimedia industry provides surveys and analysis about multimedia and ITC [1]Structuring information in a multimedia formMultimedia represents the convergence of text, pictures, video and sound into a single The power of multimedia and the Internet lies in the way in which information is Multimedia and the Internet require a completely new approach to The style of writing that is appropriate for the 'on-line world' is highly optimized and designed to be able to be quickly scanned by A good site must be made with a specific purpose in mind and a site with good interactivity and new technology can also be useful for attracting The site must be attractive and innovative in its design, function in terms of its purpose, easy to navigate, frequently updated and fast to When users view a page, they can only view one page at a As a result, multimedia users must create a ‘mental model of information structure’Patrick Lynch, author of the Yale University Web Style Manual, states that users need predictability and structure, with clear functional and graphical continuity between the various components and subsections of the multimedia In this way, the home page of any multimedia production should always be a landmark, able to be accessed from anywhere within a multimedia ---------------- - Multimedia is more than one concurrent presentation medium (for example, on CD-ROM or a Web site) Although still images are a different medium than text, multimedia is typically used to mean the combination of text, sound, and/or motion Some people might say that the addition of animated images (for example, animated GIF on the Web) produces multimedia, but it has typically meant one of the following: Text and sound Text, sound, and still or animated graphic images Text, sound, and video images Video and sound Multiple display areas, images, or presentations presented concurrently In live situations, the use of a speaker or actors and "props" together with sound, images, and motion video Multimedia can arguably be distinguished from traditional motion pictures or movies both by the scale of the production (multimedia is usually smaller and less expensive) and by the possibility of audience interactivity or involvement (in which case, it is usually called interactive multimedia) Interactive elements can include: voice command, mouse manipulation, text entry, touch screen, video capture of the user, or live participation (in live presentations) Multimedia tends to imply sophistication (and relatively more expense) in both production and presentation than simple text-and- Multimedia presentations are possible in many contexts, including the Web, CD-ROMs, and live A rule-of-thumb for the minimum development cost of a packaged multimedia production with video for commercial presentation (as at trade shows) is: $1,000 a minute of presentation Since any Web site can be viewed as a multimedia presentation, however, any tool that helps develop a site in multimedia form can be classed as multimedia software and the cost can be less than for standard video For multimedia Web sites, popular multimedia (sound or sound and motion video or animation) players include: MPEG, Quicktime, and S
多媒体在教学中的应用我帮你搞定。
创新能力是一种能积极改变自己、改变环境的应变能力和创造能力要培养学生的创新能力,还要开展语文课外活动,为学生提供创新的条件和机会,使学生的创新能力在语文活动中得到更充分的发展
多媒体教学在教学中存在的问题及解决策略信息技术发展随着新时代的到来不断加快，计算机在社会各个领域的广泛普及和应用，多媒体技术作为一种有效的辅助教学手段，已被许多教师引入课堂教学，它通过文本、图象、声音、动画等方式，创设情景，激发兴趣，提高了课堂教学效率，使课堂教学具有了传统教学不可比拟的优越性。了解和掌握多媒体是必须的。如何在先进教育理念的指导下，充分认识到教学的需要，发挥计算机的作用，促进课程改革的深入，引起人们的关注。计算机与其它媒体优化组合不够等现象普遍存在，在教学实践中多媒体教学中存在着一些问题：一、只注重课件的的形式浮华即“外在美”，而忽略课件的实质即“内在美”。 有的教师在制作课件时只注重课件外在的漂亮、华丽，设计过于花哨，既有异彩纷呈的画面，又有悦耳动听的音乐。这往往会分散学生的注意力，冲淡了教学主题，干扰学生的观察，虽然教师多次给予提问引导、提醒点拨，学生依然不能将注意力转移到应该关注的对象上。多媒体辅助教学课，由于过于追求视听效果，学生更多的是充满新鲜感、好奇感，而将学习任务抛于脑后，不利于看清问题的本质。二、只注重演示现象和知识的传授，而忽略揭示过程和能力的培养。 教学中是用电脑展示现象、传授知识，还是发挥电脑的“静”变“动”、微观变宏观、抽象变形象等功能来培养学生的能力是不同教学观的体现。很多老师只给学生演示了知识结构，习题也只有结果，而没有整个知识形成的过程。 三、只注重电脑媒体的运用，而忽略其他媒体的运用。 课堂教学活动是教师与学生之间复杂的交际过程。教师那些富有人情味的亲切话语、一个微笑、一个手势、一个简单的动作在提高教学效果中都起着重要的作用。试想，教师泛泛地表演课件使学生没有时间和机会独立思考，也无须主动地提出问题，最终会导致学生问题意识的丧失和情感的麻木。故我们在教学中不能忽视教师与学生的情感交流，不恰当地夸大机器的作用。四、只注重学生形象思维的发展，而忽略学生抽象思维的培养。 多媒体教学的特点是能够变静态为动态，变抽象为形象，但如把一切抽象问题都形象化，就会导致学生抽象概括能力的下降，而数学又是一门需要抽象思维能力的学科，抽象思维能力的下降不利于数学的再学习，特别不利于高等数学的学习。
、多媒体有利于激发学生的学习兴趣，诱发学生的求知欲 “兴趣是最好的老师”。数学本身比较抽象、枯燥，学生难以理解，而传统的教学手段又比较单一，无法取得优质高效的教学效果。利用多媒体技术，对教学内容经过文字、图像、声音和动画的处理，以形象、生动的画面，把抽象转化为直观，吸引学生的注意，激发学生的兴趣，使学生在良好状态下积极主动地学习，以轻松愉快的心情参与到课堂教学中来，达到了从“要我学”到“我要学”的转变。例如：在学习《认识厘米》时，我让学生观看一段动画片：一只小猫在追一只老鼠，忽然这只老鼠窜到了小洞里，于是小猫就用自己的胡子在洞口量一量，如果小猫的胡子的宽度与洞口一样宽，说明小猫的身子能进入洞口，才有希望抓住老鼠。学生看到小猫就是靠用胡子来估测洞口大小，才能进入洞里抓住老鼠。接着我揭示本节课的主旨：今天我们也要来学习如何估测物体的长度。学生通过刚才的动画能够兴趣浓厚地投入到新的学习中去。可见，媒体恰当的演示使学生对所学知识产生了好奇心，激起了他们探索知识的欲望，并使学生明白生活中处处有数学。
你可以从你的写作背景着手~写他的发展，中间正文的部分你再去看下文献~看下别人已经成功发表的这类论文，汉斯的期刊所有的期刊还都是OA期刊~文章都是免费下载的
期,卷,页等相关信息，内详。《多媒体教学现状的分析》肖文雅， 范庆彤， 张培 - 中国医学教育技术, 2006 《高等学校多媒体教学现状的调查与研究》刘和海， 王清 - 教育与现代化, 2006 -doc
中文数据库啊 知网 维普 万方之类的
一、利用信息多媒体激发学生学习兴趣通过制作多媒体教学软件，还可以将各种不同的信息，如数据、文字、图像、动画、声音等有机集成在一起，进而展示事物的本质特征与内在联系，使抽象的图形、数字，呆板的文字，变成赏心悦目的画面，对学生进行多重感官的刺激，有利于创造一种生动活泼的教学环境，激发学生学习兴趣。教学时我们可以利用实物投影仪等多种教育技术，使学生真实地看到作者在文中所状之物，所写之景，如美丽的圆明园、壮丽的长江三峡、笔陡的华山、汶川大地震的感人场面等等，让学生从视觉、听觉上全方位的感受。这种对照学习，无疑有助于提高学生的阅读能力、理解能力和写作能力，形色共现，声情并茂，能取得比传统教学手段更理想的教学效果。二、利用多媒体技术，培养学生的自主性学习随着多媒体技术的成熟，电化教学已成为课堂教学中不可或缺的一部分。无论是课前导入、精读欣赏、重难点突破还是讨论探究，时时都可以见到多媒体技术的身影。然而，如果把信息技术这一有力武器交给学生，让学生置身于网络环境中，学生失去了教师这根“拐杖”，必然得打破原有的学习方法和时间安排，放开手脚，自己去针对问题，解决疑问，寻找答案。学生必然能充分发挥主观能动性，打破被动学习的局面，逐渐形成适合自己的自主探究的学习方式。三、巧妙结合语文学科的特点，运用多媒体技术语文新课程标准明确指出，工具性和人文性的统一，是语文课程的基本特点。语文学习更多的注重学习中人文精神的熏陶与情感的交流，注重以真情感染读者，以形象唤起美感，以意境领悟主旨，以培养语言意识和语文习惯为目标。而多媒体课件里的文字、声音、图片、图像等极大满足了学生感官需求,激发了学生学习兴趣，缩短学生从形象思维到抽象思维的距离，达到“启其所感，导其所难”的目的。从这一点看，多媒体辅助语文教学主要表现在创设情境，激发兴趣这两个方面。以皮亚杰为代表的认知心理学家提倡的建构主义学习理论，把“情境”列为学习环境四大要素之首。他们认为，学习总是与一定的社会文化背景即“情境”相联系的，在实际情境下进行学习，可以激发学生的联想思维，使学习者能利用自己原有认知结构中的有关经验，去同化和索引当前学习到的新知识，从而在新旧知识之间建立起联系，并赋予新知识以某种意义。
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