多媒體教學(xué)論文：多媒體在中學(xué)語文閱讀教學(xué)中的應(yīng)用研究

1、多媒體教學(xué)論文：多媒體在中學(xué)語文閱讀教學(xué)中的應(yīng)用研究【中文摘要】近幾十年來,信息化在教育領(lǐng)域的影響不斷蔓延、日益加深,尤其是教育信息化下的多媒體教學(xué)更是借新世紀(jì)教學(xué)改革的契機(jī)引起了人們的廣泛關(guān)注。它正在以前所未有的激烈程度沖擊著我國的傳統(tǒng)教育方式,雖然發(fā)展有一段時(shí)間了,人們也早就開始關(guān)注了,但受到個(gè)方面的局限,至今仍然還有很多不成熟的地方,令人喜憂參半。多媒體教學(xué)的教學(xué)效果在某些方面還是值得我們肯定的,比如說它主要呈現(xiàn)給我們的特點(diǎn)是具有直觀性、趣味性、新穎性等,極大的帶給了我們視覺、聽覺上的刺激,使動(dòng)靜相結(jié)合,活躍了教室的氛圍,使學(xué)生在愉悅的心情下接受新知識(shí)。本文先從論文研究的與意義入手,明確

2、論文研究的方向,接下來介紹了論文的研究綜述,詳細(xì)學(xué)習(xí)了國內(nèi)外相關(guān)學(xué)者的研究成果,根據(jù)相關(guān)的文獻(xiàn),我們總結(jié)出了多媒體中學(xué)語文閱讀教學(xué)的理論依據(jù),它是一種學(xué)習(xí)的建構(gòu)、活動(dòng)與情境過程,在多媒體教學(xué)實(shí)踐過程中體現(xiàn)了豐富性、感官性、思維性、互動(dòng)性與網(wǎng)絡(luò)性的特征,也促使學(xué)習(xí)過程趨向于研究性、權(quán)變性、突出性與延伸性方向轉(zhuǎn)變。然后,論文對(duì)多媒體在中學(xué)語文閱讀教學(xué)發(fā)展的現(xiàn)狀進(jìn)行了分析,發(fā)現(xiàn)了在當(dāng)下發(fā)展中存有很多的問題,具體列出了主要的三個(gè)方面,也是多媒體教學(xué)的弊端。針對(duì)這個(gè)情況,論文提出了多媒體在中學(xué)語文閱讀教學(xué)中的應(yīng)用研究目標(biāo),它具有劃時(shí)代的意義,以提高學(xué)生的核心能力為主要原則。具體設(shè)計(jì)到目標(biāo)的設(shè)定,目標(biāo)的實(shí)

3、現(xiàn)以及需要教師角色轉(zhuǎn)變等,最終使學(xué)生的學(xué)習(xí)能力、解決問題能力、處理信息能力和團(tuán)隊(duì)協(xié)作能力有所提高。在教師的角色轉(zhuǎn)變中,由于多媒體教學(xué)也給語文教師的職業(yè)素質(zhì)帶來了前所未有的挑戰(zhàn),為順應(yīng)時(shí)代發(fā)展的要求,迎接新挑戰(zhàn),需將自身的角色有所轉(zhuǎn)換,改變以往的傳統(tǒng)權(quán)威思想、增加教學(xué)研究的元素、加強(qiáng)師生間互動(dòng)、提高信息化素養(yǎng),只有這樣才能成為與時(shí)俱進(jìn)的教育工作者。最后,提出了提高多媒體在中學(xué)語文閱讀教學(xué)應(yīng)用的策略。多媒體軟件在實(shí)際的中學(xué)語文閱讀教學(xué)中可以改變文章背景,負(fù)載音頻與視頻等,可以展示的內(nèi)容,效率更高,使教學(xué)具有層次化。因?yàn)槎嗝襟w教學(xué)可以帶來很多新鮮的血液,我們需要就多媒體教學(xué)的硬件方面和軟件方面一起增

4、加相應(yīng)的資源,加強(qiáng)他們的配置與設(shè)計(jì)；建立數(shù)據(jù)庫存儲(chǔ)系統(tǒng),整合教學(xué)資源；對(duì)教師提供相應(yīng)的培訓(xùn)機(jī)會(huì),盡快適應(yīng)教學(xué)的要求；鼓勵(lì)教師與學(xué)生進(jìn)行互動(dòng)；建立一個(gè)科學(xué)的教學(xué)評(píng)價(jià)標(biāo)準(zhǔn)。通過我們共同的努力,相信一定可以順應(yīng)時(shí)代變遷,推進(jìn)中學(xué)語文閱讀教學(xué)的現(xiàn)代化進(jìn)程。【英文摘要】In recent decades, the field of information technology in education, the impact of spreading, deepening, especially under the education information through multi-media te

5、aching is an opportunity for teaching the new century has aroused widespread concern. It is an unprecedented impact on the intensity of Chinas traditional education, even though the development for some time, people have already started to pay attention, but by the limitations of the aspects, is sti

6、ll immature and many places, is mixed. Multimedia teaching results in some areas we certainly worth, for example it presents to us the main features is a straightforward, interesting, novel, etc., brought us a great visual, auditory stimulation, the combination of static and dynamic, active atmosphe

7、re of the classroom so that students in a pleasant frame of mind to accept new knowledge.This paper begins with the purpose and significance of thesis start with a clear thesis direction, the next Review of the paper presented a detailed study of the domestic and foreign research results, according

8、to the literature, we concluded that the multi-media Middle School Chinese Reading The theoretical basis of teaching, it is a construct of learning, activities and situations the process of the multimedia teaching practice reflects the richness, sensuality, thinking, interaction of the characteristi

9、cs of the network, but also tends to promote the study of the learning process sex, weight variability, highlight the nature and extension of the direction of change. Then, the thesis of multimedia teaching of reading in secondary language development status was analyzed and found there are many in

10、the current development issues, specifically lists the three main aspects, but also the drawbacks of multimedia. To address this situation, the paper proposed a multi-media language reading instruction in secondary schools in the target application, it has great significance to improve the core comp

11、etencies of students as the main principle. Specific design to goal setting, goals and the need for the changing role of teachers, etc., and finally to student learning, problem solving ability, ability to process information and team collaboration improved. Changing role of teachers, due also to th

12、e language multimedia teaching professional quality of teachers has brought unprecedented challenges, to conform to the requirements of the times, meet new challenges, the need to transform their roles have changed thinking of the past, traditional authority to increase the elements of teaching and

13、research, strengthen interaction between teachers and students to improve information literacy, the only way to become an up educators. Finally, the increase of multimedia applications in teaching middle school language reading strategies. Multimedia software in the actual teaching of reading in the

14、 secondary language can change the article in the background, load audio and video, can display more content, more efficient, so that teaching is hierarchical. Because multi-media teaching can bring a lot of fresh blood, we need to multimedia teaching software with the hardware and the corresponding

15、 increase in resources to enhance their configuration and design; establishment of a database storage system, integrated teaching resources; provide appropriate training for teachers opportunity to meet the teaching requirements as soon as possible; to encourage interaction between teachers and stud

16、ents; the establishment of a scientific teaching evaluation criteria. Through our joint efforts, I believe we can adapt to changing times, to promote the modernization of teaching middle school language reading process.【關(guān)鍵詞】多媒體教學(xué) 中學(xué)語文 閱讀教學(xué) 應(yīng)用研究【英文關(guān)鍵詞】Multimedia Teaching Secondary Language Reading Te

17、aching Applied Research【目錄】多媒體在中學(xué)語文閱讀教學(xué)中的應(yīng)用研究摘要6-7Abstract7第一章 緒論12-161.1 研究目的與意義12-141.1.1 研究目的121.1.2 研究意義12-141.2 研究現(xiàn)狀14-151.2.1 國內(nèi)多媒體教學(xué)研究現(xiàn)狀141.2.2 國外多媒體教學(xué)研究現(xiàn)狀14-151.3 研究方法15-16第二章 多媒體中學(xué)語文閱讀教學(xué)的理論依據(jù)、特征與作用16-212.1 多媒體中學(xué)語文閱讀教學(xué)的理論依據(jù)16-172.1.1 學(xué)習(xí)過程是一種建構(gòu)過程16-172.1.2 學(xué)習(xí)過程是一種活動(dòng)過程172.1.3 學(xué)習(xí)過程是一種情境過程172.2

18、多媒體中學(xué)語文閱讀教學(xué)的特征17-192.2.1 多媒體教學(xué)的豐富性17-182.2.2 多媒體教學(xué)的感官性182.2.3 多媒體教學(xué)的思維性182.2.4 多媒體教學(xué)的互動(dòng)性182.2.5 多媒體教學(xué)的網(wǎng)絡(luò)性18-192.3 多媒體在中學(xué)語文閱讀教學(xué)中的作用19-212.3.1 向研究性學(xué)習(xí)轉(zhuǎn)變19-202.3.2 向權(quán)變性學(xué)習(xí)轉(zhuǎn)變202.3.3 向突出性學(xué)習(xí)轉(zhuǎn)變20-212.3.4 向延伸性學(xué)習(xí)轉(zhuǎn)變21第三章 多媒體在中學(xué)語文閱讀教學(xué)發(fā)展的現(xiàn)狀21-243.1 教學(xué)規(guī)律隨意篡改22-233.1.1 多媒體教學(xué)喧賓奪主223.1.2 多媒體教學(xué)修內(nèi)中空22-233.1.3 多媒體教學(xué)替代傳統(tǒng)書寫233.2 教學(xué)效果大打折扣23-243.3 教學(xué)材料虛有其表24第四章 多媒體在中學(xué)語文閱讀教學(xué)中應(yīng)用的目標(biāo)24-364.1 多媒體在中學(xué)語文閱讀教學(xué)中應(yīng)用目標(biāo)的設(shè)定24-294.1.1 教學(xué)目標(biāo)以能力為核心25-264.1.2 教學(xué)內(nèi)容形象化動(dòng)態(tài)化26-284.1.3 主要教學(xué)策略28-294.2 多媒體在中