【作者】 余迅；

【导师】 黄汉清；

【作者基本信息】 广西师范大学 ， 语文教学论， 2001， 硕士

【摘要】 人类教育史上，每一种教学工具的产生都带来了一场教育技术的具大变革，都极大地丰富了教育的手段和方法，并进而引起教学目标、教学内容、教学组织形式等等的变革，从而一步步地提高着教育的效率。值得注意的是，仅仅把一种教学工具引入教学过程还远远不够，因为它本身并不会产生任何教育作用，只有当同教学内容、教学目标、教学组织形式、教学方法进行整合，其整个章义和价值才能得以彰显。 计算机进入教学领域始于二十世纪50年代末。80年代以来，个人微机的出现，多媒体及网络技术的迅猛发展，使得多媒体已经广泛地进入教学领域。我国语文教学中引入多媒体教学手段是近几年的事，而且由子各地经济发展的不平衡，目前只在经济较发达地区得较为广泛的运用。对语文多媒体教学的研究基本上还处于起步阶段，目前已有的研究基本上是借鉴国外的教学理论，与我国的具体实践相差甚远，对语文多媒体教学的指导意义不大。因此，本文试图从具体，的多媒体的应用的实践出发，对语文多媒体教学的策略进行探讨，以期对中小学语文多媒体教学的开展和对语文多媒体教学的认识提供一定的借鉴价值。并以此求教于专家和广大的第一线语文教师。 文章的引言部分先对中小学语文多媒体教学的现状及其发展趋势进行了描述，旨在阐明本研究的理论意义与实践价值。第一部分对与多媒体语文教学策略有关的几个概念进行了界定与表述。第二部分着重探讨了，语文多媒体教学策略的具体内容。 在教育领域内，媒体具体指的是各种教学信息的传递方式：如课本、板书、投影、录音、录像等等，因此广义上的多媒体指把多种教学传递方式结合在一起使用。而严格意义上的多媒体是将多种媒体有机的融合在一起，是一种集成了多种媒体成分的以计算机为控制的技术。相应的多媒体教学主要指运用多媒体教学软件(用多种方式表征、呈现并传递教学信息的一种产品)作为辅助手段的教学。 “策略”一词原是军事用语，指大规，模的军事行动的计划和指挥。后泛指达到某种目的而使用的手段和方法。教学策略是指教师为了实现教学目标，根据教学情境的特点， 治义乡珠 帮学短呛的价丸 对教学实施进行系统决策活动。 我们认为，语文多媒体教学效果的取得，其决定因素是教师的教学策略。也就是在 先进的教学理论指导下，在教学中如何使用多媒体去辅助教学，使多媒体手段充分发挥 其长处，最大限度的整合教学目标、教学内容、教学方法与教学组织形式。经过实践， 我们提出了内容选择策略，课件设计策略和课堂组织策略。在每一个策略下务提出一些 子策略，以提高本研究的可操作性与实践搪导意义。其中内容选择策略与课件设计策略 体现比较固定的教学程序，而课堂组织策略则体现教学活动中的动态调控。 当然，随着多媒体技术特别是虚拟现实的发展与实现，在多媒体语文教学的目标、 内容、策略和教学观念等方面将出现革命性的变革，这将大大地拓展语文多媒体教学的 研究广度与深度。要搞好语文多媒体教学，还有许多问题有待我们去进一步的研究。更多还原

【Abstract】 In the mankind’s’ teaching history, every new teaching tool caused great developments of the teaching technology, enriched the teaching methods greatly, and reformed the teaching aims, contents, organization model and etc, and improved the efficiency step by step consequently. But we must know it is not enough only to introduce a teaching tool into the teaching procedure, since it will not take any teaching eflFect by itself, only when it works with the teaching contents, aims, organization models, and methods, its whole meanings and values will take effect.It is the end of 1950s when computer stepped into the teaching field and in the eighties the multimedia technology had greatly applied in the teaching field with the appearance of the PC and the extensive development of the multimedia and the Internet technology. But it is the latest years for the multimedia teaching method being applied in our country’s Chinese teaching and it is widely applied only in the economic developed areas, so the study of the multimedia technology of our country is at the beginning with reference to the foreign teaching theories ,it has a wide gap with our practice, so it has little meaning to instruct our Chinese multimedia teaching. In this essay, we try to discuss the Chinese multimedia teaching strategies of the actual applied experience, expect to be beneficial to the development of the school Chinese multimedia teaching and to the understanding of it, in order to learn from all the experts and the front-line Chinese teachers.Firstly, the leading part of the essay describe the situation and the tendency of the school Chinese multimedia teaching, try to express the theoretical significance and the practical value of our study. Then at the first part, we distinct and express some relational conceptions, At the second part, we discuss the material content of the strategies of the Chinese multimedia teaching.In the field of teaching, media means the modes to express all kinds of information, for example: textbooks, writing on the blackboard, projection, tape, video and so on. Therefore the broad sense meaning of the multimedia is to work with multiple .modes of medias while the proper meaning of the multimedia is to fit together many kinds of media, a technology controlled by computer and contained many kinds of media. The relevant multimedia teaching mainly means to apply multimedia-teaching software (a product for us to symbol,present and transfer teaching information in various styles) as assistant measures.The word of strategy is a military vocabulary originally, means the project and command of the large-scale operation, and then generally refers to the measures to achieve some purposes. The teaching strategies refer to the systemic decision-making activities to carry out the teaching aims, according the specialty of the teaching conditions.We consider that the determinant factor is the teachers’ teaching strategy aiming to take effect of the Chinese multimedia teaching .In other words it is how to use the multimedia to assist in teaching procedure to bring into play the advantage of the multimedia measures and to combine the teaching aims, content, measures and the measures of organization, guiding by the advanced teaching theories. Through our experience, we put forward the content-choice strategies, courseware-plan strategies and course-organize strategies, then put forward some sub strategies separately after each strategy to improve the maneuverability and the significance of the practical guidance. There into, the content-choice strategies and courseware-plan strategies characterize the more fixed teaching programs while the course-organizes strategies characterize the dynamic operation in the teaching activity.Certainly, associating with the multimedia technology, especially with the implement and development of the fictitious realism, there will come forth some revolutionary changes in Chinese multimedia teaching aims, contents, strategies and conceptions, etc. It will widen the scope and depth of更多还原