《关于多媒体教学【4篇】》

当我们积累了新的体会时，可以寻思将其写进心得体会中，这么做可以让我们不断思考不断进步。那么你知道心得体会如何写吗？这次帅气的小编为您整理了关于多媒体教学【4篇】，希望能够帮助到大家。

多媒体环境下教学心得体会 篇1

通过这次学习，我认识到信息技术的综合运用不应只停留在课件的制作上，感受到做为一名合格的教师，应积极主动吸纳当今最新的技术，并致力于把它们应用于课堂内的教与学活动中。在培训中，老师的案例分析是我受益匪浅：

1.教师具备良好的信息素养是终生学习、不断完善自身的需要。

信息素养是终生学习者具有的特征。在信息社会，一名高素质的教师应具有现代化的教育思想、教学观念，掌握现代化的教学方法和教学手段，熟练运用信息工具（网络、电脑）对信息资源进行有效的收集、组织、运用；通过网络与学生家长或监护人进行交流，在潜移默化的教育环境中培养学生的信息意识。这些素质的养成就要求教师不断地学习，才能满足现代化教学的需要；信息素养成了终生学习的必备素质之一，如果教师没有良好的信息素养，就不能成为一名满足现代教学需要的高素质的教师。

2.教师具备良好的信息素养，是教育发展的需要

在迅猛发展的信息社会，信息日益成为社会各领域中最活跃、最具有决定意义的因素。在教育系统中，教育信息则成为最活跃的因素，成为连接教育系统各要素的一条主线；而教育系统的一项主要职能就是由教育者把教育信息传递给受教育者。因为从信息论的角度看，教学过程是一个教育者（主要是教师）对教育信息的整理、加工和传播的过程。教师是这一过程中主要的信源和传输者，在教育信息的准备和传递等方面起着举足轻重的作用。因此，教育系统本身要求教师具备一定的信息素养。

3.细节上的渗透

本次培训中，授课教师注重细节上的教学渗透，他们不仅教给我技巧，更在无形中用自己的言行来引导大家，在一些细节的讲解上十分细致，恰当地渗透一些旧知识，使不同程度的老师都能得到提高。

多媒体环境下教学心得体会 篇2

今年暑假，我有幸参加了电教馆组织的《多媒体环境下的教学设计与资源应用》教师培训，《多媒体环境下的教学设计与资源应用》培训心得体会。五天的培训，系统学习了多媒体教学资源的应用、多媒体环境下的教学设计、研讨“中小学班班通工程”教学环境下的教学设计、学习成果展示和分享等方面的知识。教师的精彩讲解给我留下了很深的印象，我结合我的教学实践，就这五天的学习情况，谈一谈我的一点拙见。

新时代的大潮将我们带入信息社会、知识型社会、学习型社会，教育和信息化不断交织、融合和深化。如果没有计算机多媒体技术，单纯靠粉笔、黑板等传统的教学工具来进行教学的传统教学模式显然是跟不上现代化教学的要求的，掌握一定的计算机多媒体技术，作为教师，提高多媒体环境下的教学能力尤为重要。提高自己的课件制作水平势在必行。计算机多媒体技术作为教学的一项辅助手段，对我们的教学工作起到了重要的作用，心得体会《《多媒体环境下的教学设计与资源应用》培训心得体会》。运用多媒体技术可以将我们用语言难以表达清楚的问题直观、形象地展现给学生，有助于教学重点和难点的突破；在教学过程中把丰富多彩的视频、动画、图片等资料展示给学生，可以引起学生的学习兴趣；通过某些问题的设置，可以培养学生对教学过程的参与意识，加深他们对问题的认识和理解程度；选择合适的媒体进行教学，可以增大我们的课容量，节约时间。

通过培训，我对教学资源有了更深层次的认识，它是为师生有效开展教学提供帮助的各种可利用的条件。最宝贵的资源是思维方式，最重要的资源是学生的大脑，最生动形象的资源是多媒体资源，最容易复制和传播的资源是数字化资源。从广义角度讲，不仅教师、教材、教室是教学资源，而且学习伙伴也是教学资源；不仅学习小组是一种资源，而且学生遇到的困惑也是一种资源，甚至学生所犯的错误也是一种很好的资源。课堂教学是一个动态的、复杂的、多变的过程，单一的某种资源很难满足实际教学需求，通常是多种教学资源一起使用或按一定序列使用。所以，要科学合理地使用教学资源，考虑各种资源的特性，整体协调，互相配合。信息化教学模式相比于传统教学模式有着明显的差异。信息化教学中，教师是主导地位，是学习的帮促者，学生是学习的主体，进行生成性、创造性、自主探索、交互学习，教学形式是交叉学科、带实际情境的开放性的，学习环境很丰富。

“路漫漫其修远兮，吾将上下而求索”，在今后的教学中，我要结合实际情况，尽可能地把信息化教学模式融入自己的课堂，努力提高教学质量！

关于多媒体教学 篇3

Lesson 78 多媒体教学设计方案

Teaching Aims

1. Learn the text by finishing reading it in proper time, getting the general idea and further comprehension .

2. Let the students know the development of paper-making.

Teaching Procedures

Step 1 Presentation

教师活动：展示图片（见ppt.）

学生活动：Answer the questions

1.Do you know who first invented paper-making?

2. When did the Chinese begin to paper- making?

Key: TS’ai Lun ,two thousand years.

Step 2 Watch the video

教师活动：演示视频见（ppt.）

Step3 Questions

学生活动：回答下列问题

After watching and answer the following questions.

1. What's the result of the invention of paper?

2. What's the problem with using bamboo for writing?

3. When did Chinese people begin to have silk books?

4. When did Spain. Russia and America start making paper?

Key:

1.Much is known about Chinese history because records were kept on paper.

2.It was difficult to read and was heavy to carry.

3.2,140 4.1150;1567;1690

Step 4Listening

教师活动：教师播放录音(见ppt.)

学生活动：回答下列问题

1.Say about the development of paper-making:

Paper made from silk:

The good points:_________________________________

The problem:_______________________________________

Paper made form the fibres of plants:

What did people use to?: _____________________________

The good points:____________________________________

Keys:It was easy to write and draw on it, It was too valuable for everyday use.

fishing nets, trees, old clothes, It was so soft and light but much less expensive.

2.  Listen the text and find out the main idea of the each paragraph:

教师活动：播放录音(见ppt.)

学生活动：回答下列问题

(Paragraph 1) Early invention of paper in China

(Paragraph 2—3) How records were kept before the invention of paper?

(Paragraph 4) The development of paper-making

(Paragraph 5) The making of paper was well developed

Step 5 Reading

学生活动：学生阅读课本回答下列问题

Read the passage in your Students' Book and chose True or False:

1.)    People all over the world have been making paper for two thousand years.

2) As a result of the invention of paper, the Chinese people could know a lot about the history in other parts of the world.

3) As there was no paper, much of the history over hundreds of years is completely unknown in many parts of the world.

4) Before writing was developed, people in China had no way to keep records.

5) From the text we know that writing was developed in the third century BC.

6) Books of pieces of bamboo or wood tied together were difficult to read and heavy to carry.

7) Paper made from silk was easy to write and draw on, but very expensive.

8) Paper made from the fibres of plants was soft and light and is less expensive than silk.

9) By the first century the making of paper had reached other countries.

10) Spain started making paper earlier than the Middle East.

Key: 1) False ( The Chinese have been making paper for two thousand years. ) 2) False ( As a result of the invention of paper, the Chinese people could know a lot about the history of China, not other parts of the world. ) 3) True 4) False ( Before writing was developed, people in China used to keep records by putting a number of stones together. ) 5) False (Much early than that, because examples of the carved metal pots have been found from the 16th to the third centuries BC. ) 6) True 7) True 8) True 9) False ( After the first century the making of paper began to reach other countries. ) 10) False (The Middle East started making paper in the eighth century while Spain started making paper in 1150. )

Step 6 Exercise

学生活动：学生做下面课文的完形填空题

Fill in the blanks with proper words.

It is believed that before writing was developed, people in China used to keep records by putting a number of ______ together. As soon as writing was developed, people carved words on _____ ____. Later, words were carved on ______ ______. Between the second and the fifth centuries people wrote on pieces of _____ or ____ and these were tied together to form a book. At the same time, another kind of paper was made from _____. Because it was expensive, people invented another kind of paper made with the ______ of plants. They used ______ ______, the outside of _____, pieces of _____ _____ and so on. This kind of paper was as ______ and ______ as silk but much _________ expensive for everyday use.

Key: stones, animal bones, metal pots, bamboo, wood, silk, fibres, fishing nets, trees, old clothes, soft, light, less

Step7 Discussion

教师活动：教师把学生分成几个小组进行讨论，给中国学习联盟约五分钟时间，最后教师进行提问与总结

学生活动：学生在小组里进行讨论，交流看法与意见。

Discuss the advantage of early invention of paper.

Suggest words: soft, light, much less expensive, so on

Step8 Homework

1. Retell this passage with your own words.

2.       Preparation the next Lesson.

Step 9 Introduction

Chinese legend tells that the new invention of paper was presented to the Emperor in the year 105 AD by Cai Lun. Archeological evidence, however, shows that paper was in use two hundred years before then. Either way, the Chinese were significantly ahead of the rest of the world. The craft of papermaking relied upon an abundance of bamboo fiber to produce a fine quality paper. In ancient China, the papermaker uses only the traditional materials and methods lo produce fine art paper.

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The early paper making workshop

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多媒体环境下教学心得体会 篇4

通过几天的培训，我学的了很多知识。李老师在教学中充分运用了多媒体教学手段，让本节课大容量的鲜活地呈现在同学们面前，让我受益匪浅，感受颇深。下面谈谈自己的感受

多媒体教学的优点

多媒体辅助教学与传统教学相比较具有以下几个优点：

1、改变了传统教学中粉笔加黑板的单一、呆板的表现形式，能将抽象、生涩、陌生的知识直观化、形象化，激发学生学习兴趣，调动其主动学习的积极性。

2、使一些在普通条件下难以实现、观察到的过程形象化地显示出来。

3、增大信息量，有效扩展课时容量，提高教学效率。

4、活跃课堂气氛，加深巩固教学内容，使学生感受到学习的喜悦，寓学于乐。因此，课件的知识表达能力更强，给学生留下的印象更深。

因此，根据课堂教学内容的分析，结合各种媒体信息的特征，确定对于某项知识使用何种媒体表达效果会更好，计算机硬件配件如cPU、主板、存储器等用实物讲解比较直观，数学定理、公式则以几何图形及模型来讲解更便于理解公式的应用等。选择合适的媒体信息，把它们作为要素分别安排在不同的信息单元中，按课程有组织地开展教学方法研究或案例研究是十分必要的。

多媒体教学与传统教学方式相比，最大的优势是能更加生动形象和直观的再现知识，能更加容易从视觉、听觉等方面刺激人脑，能更大程度的打破时间、空间的限制，将教育内容中涉及的事物、情景、过程等，全部再现于课堂，让学生通过事物的形、声、色的变化和发展，直接获取知识，认识世界。然而，正是这种直观性和简便性容易让学生产生习忍心理和惰性，产生依赖性。

多媒体教学则以尽可能直观、简洁的方式使学生尽可能方便、容易的接受知识，无限的强化知识和经验的功能，学生在学习过程中，固然可以直观的、非常愉快的接受知识，但是，学生在接受这些经验和知识过程中本来应该经历的体验、监控、情感等过程全部由老师和媒体合作完成，无形之中，助长了学生的惰性和依赖心理。一旦脱离多媒体，进入自主学习，他们便会无所适从。