谈多媒体教学环境下的教学设计与实施

近年来,多媒体在高校学科教学中的应用越来越广.大学教师要正确掌握多媒体的使用方式,了解多媒体在高校学科教学中的作用.要想做到多媒体与高校学科教学的完美结合,就必须了解多媒体在大学课堂教学中的现状,研究其优势和存在的问题,提出相应的解决措施.要将多媒体教学手段和传统教学手段相结合,充分发挥教师的主导作用,尊重学生的主体地位,提高多媒体课件制作质量和运用能力,发挥多媒体教学的积极作用.     

基于多媒体教学模式的实践与思考

针对目前大多高校多媒体教学实践中存的问题,探索不同的多媒体教学模式。在强调教师转变教学理念的基础上,分析存在的突出问题,结合专业实际,研究3种多媒体教学模式,为提高多媒体教学质量提供参考。     

多媒体资源库在网络教学中的应用研究

如何利用现有的各种教学资源,建设多媒体教学资源库,将有限的教学资源在全体教师中实现共享,是目前各高校信息化建设急为迫切的任务。这项任务的核心就是基于校园网的多媒体教学资源库的建设。而利用多媒体教学资源库的教学资源,开展网上教学,是建设多媒体教学资源库的根本目的。 一、教学资源库整体功能 多媒体教学资源库分为两大部分,即多媒体教学资源库平台和多媒体教学资源库中的教学资源。资源库平台对教学资源进行管理和存储,而资源库中的资源就是需要共享的内容。     

基于GSM模块的交互式多媒体课堂系统

随着计算机和多媒体技术的发展,多媒体教学在高校中得到了广泛的应用。然而多媒体教学在应用中出现了不少误区,存在不少的问题。多媒体教学使教师与学生之间失去了互动性,难以发挥教师在课堂上的主导作用和学生的主体作用。互动式教学方法能够弥补多媒体教学的不足,提高学生的积极性,加强师生之间的沟通,从而提高教学效果。在手机已经大量普及的情况下,利用手机短信增强多媒体课堂教学的交互性,比传统的教学交互模式效果更好。文章在研究SMS技术、AT指令集和字符编码的基础上设计了基于GSM模块的交互式多媒体课堂系统。     

浅析多媒体教学在高校篮球战术教学中的有效应用

在高校篮球教学中,篮球的战术教学至关重要。教师应该紧跟时代发展的步伐,不断创新教学理念,改变传统的教学方式,从而推动高校教育事业的不断发展。本文将针对多媒体教学高等学校篮球战术教学中的运用进行详细探讨。     

对当前高校多媒体教学现状的思考

文章分析了多媒体教学技术在当前高等院校现状,指出了高校多媒体教学中的存在的问题,并且提出了改进建议。     

关于如何提高高校多媒体教学质量的探讨

多媒体教学以其丰富的媒体载体特点具有传统教学无法比拟的优势,在各个高校中得到了广泛的应用,但在实际的教学过程中也暴露出不少问题。针对目前我国高校在应用多媒体教学时存在的一些问题,提出了几点如何提高多媒体教学质量的应对措施和建议。     

教育信息化环境下多媒体教学模式的探讨

当前在教育信息化的发展趋势下,国内各高校都在积极为教师、学生营造数字化教与学的整体环境,多媒体教学成为这个环境的重要组成部分。针对多媒体教学的特点,对多媒体教学目前现状、存在的问题以及应对的策略进行了较为深入的分析,并结合自身工作经验在多媒体教学模式的方面做了一些探讨。     

关于当前形势下高校多媒体教学存在的问题的探索

相对于其他教学手段来说,高校多媒体教学具备直观、生动、高效等一系列的优点,然而,随着其广泛应用,一些问题也在教学过程中逐渐展示出来。本文首先简要概述了当前形势下高校多媒体教学存在的问题,然后,在此基础上,详细阐述了当前形势下高校多媒体教学存在的问题的解决策略。     

大学英语多媒体教学的现状与对策探析

多媒体教学作为大学英语教学中的一种新的方式,代表着中国高校英语教学改革的新方向。大学英语多媒体教学以其特有的优势应用到英语教学的各个环节。然而,英语多媒体教学在教学实践中一系列问题逐渐显露出来。如何克服多媒体教学的不足,发挥其优势特点,提高大学英语多媒体教学的效率已经成为新的研究课题。     

基于Matlab的加权随机点名提问系统设计

该文从教学需求出发,设计一套具有权重的随机点名课堂提问系统,其目的是提高课堂教学质量与学生参与的积极性。该系统具有两个方面的功能,第一,可以避免教师在课堂教学中的带有个人感情色彩的提问偏重,给予每个学生相对均等的回答课堂提问的机会;第二,可以根据学生知识掌握情况以及课堂问题难易程度,适度调节随机点名的权重分配,提高学生问题回答质量与课堂效率,将课堂提问在教学环节中发挥到最大的作用。     

基于模糊AHP的大学课堂教学质量评价研究

为了对大学教师课堂教学质量进行有效的监督和管理,建立了现代信息技术环境下大学教师课堂教学质量评价指标体系,基于模糊综合评判法和层次分析法(AHP)建立了教师课堂教学质量评价模型,应用此模型实例分析某教师的课堂教学质量并提出相应的提升策略,提高了评价的科学性和实用性。     

随机点名系统的设计与实现

本文通过在VisualBasic下对Access数据库表中记录的随机调用,达到教师在课堂上对学生进行随机点名回答提问的目的。从而增加了对提问学生的公平、公正性,同时也起到了调动课堂教学气氛的作用。     

随机点名系统的设计与实现

本文通过在Visual Basic下对Access数据库表中记录的随机调用，达到教师在课堂上对学生进行随机点名回答提问的目的。从而增加了对提问学生的公平、公正性，同时也起到了调动课堂教学气氛的作用。     

TPACK框架下高校计算机教师角色定位

TPACK（整合技术的学科教学知识）作为一种新的教师知识结构,对教师教学提出新的要求,进而也对高校计算机教师角色重新进行定位。高校计算机作为一门实践性强。信息更新率高的学科．在将技术知识与计算机课程内容知识及教学法知识有效地整合于高校计算机课堂中时,对高校计算机教师提出新的挑战和角色重塑。     

Teachers’ pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the ‘will, skill, tool’ model and integrating teachers’ constructivist orientations

The ‘will, skill, tool’ model is a well-established theoretical framework that elucidates the conditions under which teachers are most likely to employ information and communication technologies (ICT) in the classroom. Past studies have shown that these three factors explain a very high degree of variance in the frequency of classroom ICT use. The present study replicates past findings using a different set of measures and hones in on possible subfactors. Furthermore, the study examines teacher affiliation for constructivist-style teaching, which is often considered to facilitate the pedagogical use of digital media. The study’s survey of 357 Swiss secondary school teachers reveals significant positive correlations between will, skill, and tool variables and the combined frequency and diversity of technology use in teaching. A multiple linear regression model was used to identify relevant subfactors. Five factors account for a total of 60% of the explained variance in the intensity of classroom ICT use. Computer and Internet applications are more often used by teachers in the classroom when: (1) teachers consider themselves to be more competent in using ICT for teaching; (2) more computers are readily available; (3) the teacher is a form teacher and responsible for the class; (4) the teacher is more convinced that computers improve student learning; and (5) the teacher more often employs constructivist forms of teaching and learning. The impact of constructivist teaching was small, however.     

Teaching Practices That Can Promote the Authoritative Proof Scheme

Abstract

This article presents case studies of the classroom teaching practices of two algebra teachers. Our data consist of videotaped classroom observations during a single academic year. We identify and characterize specific teaching practices that establish the norm that the teacher is the sole arbiter of mathematical correctness in the classroom. We suggest that these practices are likely to promote the development of the authoritative proof scheme in students. Our results can provide a basis for future research investigating the prevalence of these teaching practices and their impact on student learning and can be used as parameters to investigate teacher change.     

Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher‐related variables

Available research has explored a wide variety of factors influencing information and communication technologies (ICT) adoption and integration in classroom teaching; however, existing research seldom centre on the combined impact of these variables. In addition, the little research available is set up in the Chinese context. The latter is important given that the different cultural context in which the interplay between teacher beliefs and educational practices has only been documented quiet little. The present study centres on the complex interplay of a number of internal teacher variables to explain ICT classroom integration. These variables comprise ‘teachers’ constructivist teaching beliefs’, ‘teacher attitudes towards computers in education’, ‘teachers’ computer motivation’, ‘teacher perception of ICT‐related policy’. A survey was set up, involving 820 Chinese primary school teachers. Path modeling was used to explore the direct and indirect effects of the teacher‐related variables on their level of ICT classroom integration. Firstly, two distinctive types of ICT use can be distinguished in the Chinese context: (a) teacher supportive use of ICT that refers to the use of ICT for e.g. student administration, preparing worksheets, developing evaluation activities; and (b) classroom use of ICT to support and enhance the actual teaching and learning process. The results show that classroom use of ICT directly depends on teachers' computer motivation and the supportive use of ICT. Teachers' constructivist beliefs, their attitudes towards computers in education and perceptions about the ICT‐related school policy influence ICT integration in an indirect way. The results demonstrate how the complex interplay between teacher‐related variables and ICT integration in the classroom is partly in line with findings in non‐Asian contexts. A number of differences can be explained by the particular Chinese context. In particular an indirect relationship was found between teachers' constructivist beliefs and their level of ICT integration.     

翻转课堂在计算机程序设计类课程中的应用探究

传统的计算机程序设计类课程的教学方式都以教师课堂讲授为主,学生课后练习为辅。对大一新生来说难以理解和消化,从而产生对程序设计课程的畏难情绪。翻转课堂强调的是以学生为主,教师为辅的教学模式,教学方法灵活,教学环境不固定,能随时随地学习。经过对翻转课堂的深入研究,将该教学模式引入到计算机程序设计类课程当中,提高教学效果。