多媒体教学的设计方案

第一篇：多媒体教学的设计方案

多媒体教学的设计方案

《观潮》一课是小学三年级语文第六册第三单元的一篇阅读课文。这篇课文按顺序抓特点通过“我”的耳闻目睹，介绍了自古以来被称为“天下奇观”的钱塘江大潮。文中洋溢着作者强烈的热爱祖国、热爱大自然的思想感情。

三年级是小学阶段由低向高发展的关键的阶段，大纲明确要求：“能抓住重点词、句、段”，深入理解课文内容：“学习课文是怎样观察事物，用词造句，连句成段，连段成篇”的。根据大纲目的要求、语文教学的规律、以及本课的特点，发挥现代教学手段的优势，我设计了本课的多媒体教学设计方案，以达到本课的教学目标。

1.知识目标：

理解课文内容，使学生从多种角度体会了解钱塘江大潮的壮丽与雄奇。

学会本课生字、新词，注意多意词“观”的不同用法。

学习作者抓特点的观察方法。

掌握有感情朗读课文的技巧。

2.能力目标：

给课文分段，指导学生有感情地朗读课文，背诵3、4自然段。

通过本课学习，训练学生按事物本身发展变化的顺序有次序地观察，有条理地叙述，培养学生留心观察周围事物的

习惯。

让学生在小组学习中善于倾听、善于交往，养成良好的协作品质。

使学生形成良好的信息素养。

3.情感目标：

能通过网络了解、收集、整理钱塘江大潮的相关信息，让学生获得分析、处理信息的技能。

能有感情地朗读课文，并在交流中培养学生的口头表达能力。

培养学生运用网络进行交往、合作的技能。

激发学生热爱大自然，热爱祖国大好河山的思想感情。

1.教学内容分析：

这是一篇讲读课文，描绘了钱塘江大潮这一壮丽的“天下奇观”，表达了作者对祖国大好河山的无比热爱之情。

全文共有六个自然段，可分为二个大段。

第一段概括介绍钱塘江大潮自古有名。

第二段按时间顺序写“潮来之前”、“潮来之时”、“潮过之后”的整个经过。

依据教学大纲的要求和学生的认知规律，结合本课的特点，在教学中，我主要运用多媒体计算机，自制CAI课件，创设情境，激发学生的学习兴趣，并通过各种形式的练习，达到突破重点、难点的目的。

2.教学重点：

体会作者是怎样按由远到近的顺序具体描写潮来时的样子和声音的。

3.教学难点：

学习作者有顺序的观察方法，培养学生的观察能力，养成积累材料的习惯。

由于本课面对的学生是小学三年级的学生，学生年龄小，对生活中的一些自然现象感知少，本课所介绍的自然现象又比较复杂，地域性、空间性强，因此，学生很难掌握课文的重点和难点。为了培养学生的观察力、想象力、逻辑思维能力和自学总结能力，使学生充分理解课文内容，在教

学中，我力求充分发挥现代化教学手段的优势，自制CAI课件，创设情境，为学生提供直观、形象的感性材料，丰富学生的想象，帮助学生理解。在教学过程中采取“导-扶-放”的教学方法，导学“潮来之前”这一段内容，师生共同总结学习方法，再通过让学生自己观察大潮到来时那惊心动魄的情景，侧耳倾听大潮到来时那震聋发聩的声音，引导学生自学“潮来之时”这段内容，最后进行总结引深，帮助学生体会钱塘江大潮的雄伟壮观。学生在学习的过程中通过仔细观察、合作交流，动手勾、画、圈、点，动脑积极思考，真正参与到课堂活动中，使课堂务实、有效，从而突破了课文的重点、难点。

我们知道“兴趣是最好的老师”，多媒体计算机以其独有的生动的画面、鲜明的色彩、形象的声音及完整的情节，在课堂教学中施展出独特的魅力，对激发学生兴趣，吸引学生积极主动地参与课堂教学活动，其效果是十分明显的。

根据大纲的要求及小学生的特点，针对本课的特点、重点和难点，同时结合教师教的需要和学生学的需要，为充分调动学生的主动性，加深学生对问题的理解，使语文课上得生动、有趣、高效。我把多媒体计算机引入课堂，自制CAI课件，充分发挥多媒体计算机的多种优越功能，达到创设良好教学情境，多方面地辅助课堂教学，激发学生学习兴趣的目的。同时还采用了激趣导入法、情景教学法、自学讨论法、指导分析朗读法、板书总结法等方法来帮助学生理解课文，突破本课的重点和难点。

在教法的运用中，突出自读自悟，以“读”贯穿始终，运用多种形式的“读”，来激发学生的阅读兴趣，达到理解课文的目的。如：自由读、小组读、指名读、同桌互读等，也可以列提纲读、感情朗读、边读边画或抓重点读。在引导学生自学的过程中，突出合作学习。主要采用同桌交流、小组交流、全班交流等多种合作方式，让学生在全作中相互启发、相互鼓励、共同探究，以更全面、更准确、更深刻地理解课文内容。这样不仅培

养了学生的合作精神产协作能力，也真正作到了面向全

体，因材施教。力争让学生在短短的四十五分钟内学得有兴趣，学得有效果，学得有收获。在教学过程中潜移默化地训练学生的观察能力，想象能力，并在自读、自悟及创造性想象的基础上，感悟大自然的神韵，陶治学生的情趣，自主、多元地训练了学生的语文素养。

依据教学大纲的要求，遵循教学原则、教学规律，根据本课的特点和小学生的认知规律，本课的教学媒体运用主要以多媒体计算机和CAI课件为主，多媒体计算机和CAI课件的运用贯穿整堂课的始终，让学生通过看大潮到来时的情景、听大潮到来时的声音，达到帮助学生理解课文内容的目的。

1.流程图的简要说明：

2.教学过程流程图：

一、启发谈话，质疑激趣：

1.板书“奇观”，分析“观”的意思，“奇观”呢？你们亲眼见过奇观吗？ 农历的八月十八是我国钱塘江的观潮日，这钱塘江大潮自古以来被称为“天下奇观”，今天让我们随作者一起去观赏那著称“天下奇观”的钱塘江大潮。

2.板题：观潮

比较：“奇观”和“观潮”

二、初读感知，理清层次

1.自读，思考：

课文主要写了一件什么事？

作者是按什么顺序来写的？

追问：课文那几部分分别写了潮来前、潮来时、潮过后的？

2.自学，汇报。

第二篇：多媒体教学设计方案

多媒体教学设计方案

一、总体设计思路

信息技术的发展正在深刻地推动着社会变革，大力发展信息化教育是教育工作者的重要任务。促进计算机多媒体教育技术在学校中的普及与应用，组建校园网，开展远程教育，是信息化教育的首要工作。多媒体网络教室是一种有效的多媒体教学平台，目前它已成为现代化电教室的主流构思。

蓝代维斯科技根据多年从事计算机辅助教学推广工作的经验，集成优秀的课件制作系统构筑中学网络教室环境，为推动信息技术在中学教育中普及，做出了自己的贡献。蓝代维斯科技设计的多媒体网络教室方案主要基于以下思路。

◆支持视频流、音频流、控制流和数字流的全双向硬件传送，可在Win98/95、Windows NT、DOS、UNIX、Linux等各种系统下直接运行。

◆多种控制模式，用户根据实际需要，选用独立控制机、独立控制台、教师控制合二为

一、遥控器等多种控制模式，以及这些控制模式的组合。

◆系统设计包含多路音视频通道，同时支持教师音视频和外部音视频。方便各种AV设备的接入和集成，更可将全体学生分为两部分，分别用教师音视频和外部音视频两路节目同时授课。

◆支持电子举手、抢答和回答考题，自动支持不同种类键盘鼠标在多媒体教学网中的混合使用。

◆选择标准插口，安装维护简单，避免硬件不兼容问题。

二、主要功能

广播教学：按广播打开“广播”功能，向所有学生显示教师的操作。语音教学：通过话筒和耳机实现软件控制的多向双工语音传输。

监示遥控：可以随意监示学生的屏幕，并且用自己的键盘和鼠标遥控学生电脑，控制学生微机或给该学生发信息，让学生集中注意力。

演示教学：让优秀的学生演示他的操作，同时展现给全班同学榜样看得见 电子黑屏：将学生的屏幕关闭，让学生专心听讲

远程关机：下课后，不必一台一台的关机，远程重启/关机在瞬间完成 电子举手：通过键盘或鼠标表示想回答问题。

系统设置：设定系统的一些参数，比如学生座次，这样学生位置可以图形化显示，直观自然。

分组讨论：自动按教师设置将学生分组，各组可以联机讨论。

联机考试：考试、阅卷、评分、统计全自动完成、完全无纸化操作。同时联机考试还可以自动记录学生成绩，有助于集中分析学生知识掌握情况，对学生的知识点进行查缺补漏。

集成控制：对外部媒体设备（VCD、DVD）集中控制。

电子白板：透明覆盖在任意软件之上，可以直接涂写，方便教学。在线讨论：根据教学需要，上课时同学之间可以任意“交谈”。远程命令：远程发布指令，控制远端电脑执行指定的操作。文件传输：收发作业（文件）瞬间完成。

网上影院：VCD 实时传输，利用精彩视频课件进行教学。

第三篇：Lessn 102 多媒体教学设计方案

Lessn 102 多媒体教学设计方案

Teaching bectives:

Grasp the str and new wrds and useful expressins.Teaching prcedures:

1．由电影Titanic的片断引出本课的教学，让学生讨论有关对Titanic的了解，展示一些图片，让学生更多地了解有关the ship Titanic的背景知识。并教学新词汇Titanic。

2．播放Miss Evans的故事情景，让学生熟悉故事内容。

教学新词汇，讲解重点语言点。

让学生跟读整个故事，能够朗读整篇故事，并回答有关这个故事的问题。

1.When was the ship’s first trip?

2.Where was it fr? Where was it?

3.Hw an peple were n the ship?

4.What happened the secnd night f the trip?

5.What did peple d t escape?

6.What did Miss Evans d?

7.What happened t the ship at last?

8.Hw an peple lst their lives?

Retell the str

展示给学生本课文的简笔画，让学生用自己的语言重讲这个故事。

Discussin 让学生讨论Miss Evans的行为，发表自己的想法，同时假设是你自己时你该如何处理，使学生从中受到爱国主义教育，见义勇为，舍己为人。

What d u thin f Miss Evans?

What wuld u have dne if u were n the Titanic when it san?

What shall we learn fr Miss Evans?

If u are the ther n the lifebat，Hw did u feel when u fund ur children were n the lifebat but u were still n the sining ship?

What did u d then? Was there an re r in the bat?

Exercises

Read the str n page 57 again and as each ther questins n it.Then fill in the blans with suitable wrds.The new ship Titanic set ff n its first trip ne afternn in April 1912.It was ______ largest and ______ ship in the wrld at that tie.There ______ 2,200 peple n the ship.The weather was cld, ______ the trip was _____ and peple n the ship were ening ______.It was even clder the next da.Peple culd see icebergs ______ and _______ That night, the an n watch suddenl shuted, “______ ______!Iceberg!Iceberg in frnt!” ______ it was t late.The ship ______ the iceberg and stpped.There was ______ ver big hle in the ship and the water ______ t ce inside.The ship ______ t sin.Peple left the ship ______ quicl ______ the culd.Wen and children were the ______ t get int the lifebats.Suddenl a wan n the ship ______ and ased peple t ae ______ fr her because her children ______ in ne f the bats and she wanted t ______ with the.But there was n ______ r there.Her children ______ their ther and began t cr.______ ung wan was ______ near the pr children.She std up and ased the wrried ther t ______ her place.She was nt ______ and ______ n children.The ther and her children were ______ but the ung wan ______ her life with the ther peple when the ship ______.Her nae was Miss Evans and she was ______ he t Bstn.That was all peple ______ abut her.Hewr

1.Write abut the ship Titanic.2.Mae sentences with fllwing phrases.set ff, en neself, here and there, ae/have r fr, be n watch

3.L up the new wrds in the article “WE LIVE IN AN ICEBOX!”.4.D exercises n page 128.Finish ff the wrb exercise.English sng

播放电影Titanic的主题歌曲M heart will g n，让学生欣赏。

Mre abut the Titanic

图片展示the ship Titanic的壮观景象。

Titanic Ges Dwn

(录像演示)播放the ship Titanic沉船的经过。

2.Abut the fil Titanic

展示电影的片断

3.The wrec f the ship Titanic

展示the ship Titanic的残骸。

第四篇：多媒体教学设计方案示例

多媒体教学设计方案示例

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

学生活动：Answer the questions

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

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:

is known about Chinese history because records were kept on paper.was difficult to read and was heavy to carry.,140;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

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，给学生大约五分钟时间，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，Lesson 78 多媒体教学设计方案，高中英语教案《Lesson 78 多媒体教学设计方案》。

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.

第五篇：LESSON 83 多媒体教学设计方案[范文模版]

教学目标：

1．继续学习反身代词的用法

2．继续学习情态动词can的过去式could。

3．熟练掌握并列句的用法。教学过程：

1．（录像演示）复习前面学的反身代词的用法，从而导入本节课继续学习反身代词。

2．（导入）教师由介绍贝多芬有才华但贫穷导入part 1的教学，让学生先了解mr.more和mr.little的情况。

3．（录像演示）让学生带着下面的问题观看read and learn的情景演示，了解教材的大意。

does mr.more enjoy himself? why?

does mr.little enjoy himself? why?

（学生活动）让学生根据录像内容回答下列问题：

w1.could mr.more buy himself lots of nice things?

w2.did he have many friend?

w3.did he enjoy himself?

w4.why didn’t he enjoy himself?

w5.could mr.little buy himself lots of nice things.w6.did he have many friends?

w7.did he enjoy himself?

w8.who was happier, mr.more or mr.little? why? 教学这部分内容的语言点：

（录像演示）复习并列句的运用。然后通过练习来巩固对并列句的运用。将下列句子用but 或and 连接.1.the boy is very clever.he didn’t work hard.2.mary is always kind to us.we all like her.3.my brother is very careless.he never forgets his homework.4.jane is a worker.he loves his work very much.（录像演示）先复习情态动词can的用法，本单元教学的是can的过去式could。

wa: can you swim now?

wb: yes.i can.wa: could you swim two years ago?

wb: no, i couldn’t.i learned it last year? 4．（学生活动）discussion

让学生讨论：if you have lots of money, what will you do?

1)who do you want to be, mr.more or mr.little?

2)can money bring us everything?

3)which do you prefer, money or friendship?

1）what are sarah’s friends going to do tomorrow?

2）can sarah go with them? why or why not?

让学生表演此对话，然后做类似的对话，运用反身代词。6．总结

（课件演示）反身代词的运用。7．exercises 用适当的反身代词填空。

1.he taught ________french.2.did ann and her friends enjoy _______at the party last night?

3.“who did you go there with?” “nobody.we went all by ______.”

4.could mr.more buy _______lots of nice things?

5.he said to _______, “i don’t know why!”

6.he said, “boys and girls, help _______.”

7.“you must look after _______at home,” jim’s mother said to him.8.i can’t leave her by________.keys: 1.himself 2.themselves 3.ourselves 4.himself 5.himself 6.yourselves 7.