多媒体技术在小学识字教学中的运用研析

摘要 随着信息化时代的到来,科技的不断发展,多媒体作为现代化的教学手段越来越多地被运用到课堂整合中。与此同时,多媒体与语文学科的不断整合,为语文课堂教学增添了新的活力,对语文教学质量的提高产生了积极影响。在语文学科教学中,识字教学是小学语文教学中的一
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  摘要
  
  随着信息化时代的到来,科技的不断发展,多媒体作为现代化的教学手段越来越多地被运用到课堂整合中。与此同时,多媒体与语文学科的不断整合,为语文课堂教学增添了新的活力,对语文教学质量的提高产生了积极影响。在语文学科教学中,识字教学是小学语文教学中的一项重要教学内容。低年级又是识字教学的关键,是基础教育,应当引起教师的关注。目前,很多小学语文教师都已注意到这一点,并愿意采用计算机技术开展多媒体识字教学。但由于部分小学语文教师未能充分认识到多媒体教学的本质,使得多媒体在识字教学中的运用存在一些问题,这抑制了多媒体识字教学的发展以及识字效率的提高。如何将多媒体与小学识字教学有效结合起来,充分发挥其辅助作用,是笔者一直思考的问题。于是,笔者带着这样的的思考开始了论文的研究与写作。
  
  本文主要从小学低段识字教学中多媒体运用的现状、问题及有效运用对策这三个方面进行了深入研究,并将论文分为以下四个部分。
  
  第一部分是绪论,这一部分笔者首先论述了本文的研究背景与研究意义,分析了小学识字教学中多媒体运用的研究现状;其次阐述了本文的研究内容与方法;最后对识字、识字教学、多媒体、小学低段的相关概念进行概述。
  
  第二部分是小学低段识字教学中多媒体运用的现状调查。这一部分笔者对调查的设计与实施进行了简单的介绍,并从小学低段识字教学中多媒体的运用情况与运用效果两个方面来分析、总结目前小学低段识字教学中多媒体运用的现状。
  
  第三部分是小学低段识字教学中多媒体运用的问题及原因分析。这一部分笔者根据小学低段识字教学中多媒体运用的现状,结合具体的多媒体识字教学案例,发现小学低段识字教学中多媒体的运用存在六个方面的问题:教师观念偏颇;照搬现成课件,不做任何修改;课件制作与设计水平不高,未能充分体现课件的美育功能;多媒体使用没有针对性,偏离教学重难点;忽视学生个体差异,学生参与较少;使用多媒体时抛弃了传统教学手段。并对指出出现这些问题的原因在于教师对新课标的片面解读、对多媒体教学的本质认识不足以及多媒体技术上的制约。
  
  第四部分是小学低段识字教学中多媒体有效运用的对策。经过前文对小学低段识字教学中多媒体运用的现状、问题及原因进行详细的论述以后,笔者提出了小学低段识字教学中多媒体有效运用的相关对策:提高教师的思想认识;灵活修改现成课件,提高课件制作水平;有针对性地使用多媒体,突破教学重难点;关注学生个体差异,提高学生参与度;注意多媒体与传统教学手段的有效结合。
  
  关键词:小学低段,识字教学,多媒体,有效运用
  
  Abstract
  
  With the advent of the information age and the continuous development ofscience and technology, the multimedia as a modern means of teaching is increasinglyused in the classroom integration.At the same time, the continuous integration ofmultimedia and Chinese subjectsadds new vitality to the teaching, and it has a positiveeffect on the improvement of Chinese teaching quality.In the Chinese teaching, literacyteaching is an important content in theChinese teaching of primary school. Junior is thekey to literacy teaching and the foundation education, which should be paid moreattention to by the teachers.At present, a lot of Chinese teachers in primary schoolhave noticed it, and they are willing to use computer technology to carry outmultimedia literacy teaching.But as part of the primary school language teachers failedto fully aware of the nature of multimedia teaching, there are some problems in the useof literacy teaching, which inhibits the multimedia literacy teaching development andrecognition efficiency improved.I have been thinking of problem that how toeffectively combine the multimedia and literacy teaching in primary school , and givefull play to the auxiliary role. Then, the author starts the research and writing of thepaper with the thinking of this.
  
  The article study mainly from three aspects, the junior stage in a primary school ofliteracy teaching in multimedia use present situation, problems and countermeasuresfor effective use , and the thesis is divided into the following four parts.
  
  The first part is the introduction, the author first discusses the researchbackground and research significance of this article, and analyzes the research status ofmultimedia application in primary school literacy teaching.Then the author describesthe research contents and methods . Finally, literacy, literacy teaching, multimedia,related concepts of the junior stage in a primary school are summarized.
  
  The second part is the investigation of the current situation of multimedia applicationin low level literacy teaching in primary schools. This part the author give a simpleintroduction of the design and implementation of the survey, and analyze andsummarizethe junior stage in a primary school of the present situation of usingmultimedia in the teaching of literacyfrom the two aspects that the present situationand effect of multimedia in the teaching of low literacy in primary school.
  
  The third part is the analysis of the problems and the reasons of using multimedia inelementary school. according to the present situation of using multimedia in the juniorstage in a primary school of literacy teaching, multimedia literacy teaching incombination with the specific case, the author found that there are six aspects ofproblems of the application of multimedia inelementary school low section literacyteaching : teachers' concept is biased; Copying the existing course-ware, make nochange; the level of course-ware is not competent, failed to fully embody the aestheticeducation function of course-ware; Multimedia use no pertinence,deviated from theteaching difficult point; Ignore the students individual differences, less studentsparticipate in; Rejected the traditional teaching methods when using multimedia. Andpointed out the reasons of these problems lies in the teachers of one-sidedinterpretation of new, insufficient understanding of the nature of multimedia teachingand the multimedia technical constraints.
  
  The fourth part is the strategy of the effective use of multimedia in the teaching of lowliteracy in primary school. After a detailed discussion on the current situation,problems and causes of multimedia application in low level literacy teaching inprimary schools, the author puts forward the relevant countermeasures for the effectiveuse of multimedia in the teaching of low literacy in primary school: improve teachers'
  
  ideological understanding; Flexible modify off-the-shelf course-ware, improve thelevel of course ware; A targeted use of multimedia, the breakthrough teaching difficultpoint; Focus on the individual differences of the students, improve studentparticipation; Pay attention to the effective combination of multimedia with traditionalteaching means.
  
  Keywords:The junior stage in a primary school,Literacy teaching,Multimedia,Effective use


  目录
  
  中文摘要
  
  英文摘要
  
  绪论
  
  (一)研究背景与意义
  
  1.研究背景
  
  2.研究意义
  
  (二)研究现状
  
  (三)研究内容与方法
  
  1.研究内容
  
  2.研究方法
  
  (四)相关概念界定
  
  1.识字
  
  2.识字教学
  
  3.多媒体
  
  4.小学低段
  
  一小学低段识字教学中多媒体运用的现状调查
  
  (一)调查设计与实施
  
  1.调查设计
  
  2.调查实施
  
  (二)调查结果与分析
  
  1.小学低段识字教学中多媒体的运用情况
  
  2.小学低段识字教学中多媒体的运用效果
  
  本章小结
  
  二小学低段识字教学中多媒体运用的问题及原因分析
  
  (一)小学低段识字教学中多媒体运用的问题
  
  1.教师观念偏颇
  
  2.照搬现成课件,不做任何修改
  
  3.课件制作与设计水平不高,未能充分体现课件的美育功能
  
  4.多媒体使用没有针对性,偏离教学重难点
  
  5.忽视学生个体差异,学生参与较少
  
  6.使用多媒体时抛弃传统教学手段
  
  (二)原因分析
  
  1.对新课标的片面解读
  
  2.对多媒体教学的本质认识不足
  
  3.多媒体技术上的制约
  
  本章小结
  
  三小学低段识字教学中多媒体有效运用的对策
  
  (一)提高教师的思想认识
  
  1.转变教师教育理念,提高教师综合素质
  
  2.认真钻研识字教材,发挥教师的主导作用
  
  (二)灵活修改现成课件,提高课件制作水平
  
  1.结合实际,灵活修改现成课件
  
  2.提高课件制作水平,充分体现课件的美育功能
  
  (三)有针对性地使用多媒体,突破识字教学重难点
  
  1.运用多媒体区分汉字字音
  
  2.运用多媒体理解汉字字义
  
  3.运用多媒体处理汉字字形
  
  (四)关注学生个体差异,提高学生参与度
  
  1.运用多媒体时,关注学生的个体差异
  
  2.利用多媒体创造条件,提高学生参与度
  
  (五)注意多媒体与传统教学手段的有效结合
  
  1.多媒体朗读、演示与教师范读、范写相结合
  
  2.预留空白,发挥学生的主体作用
  
  3.实施课堂教学互动,加强师生情感交流
  
  4.创设想象情境,促进学生思维能力的发展
  
  本章小结
  
  结 语
  
  参考文献
  
  致 谢返回本篇论文导航
    论文来源参考: 本篇论文快速导航:
    题目:多媒体技术在小学识字教学中的运用研析
    绪论:识字教学过程中多媒体运用问题研究绪论
    第一章:小学识字课中多媒体运用的现状调查
    第二章:小学低段识字教学中多媒体运用的问题及原因分析
    3.1 - 3.3:关注学生个体差异,提高学生参与度
    3.4 3.5:注意多媒体与传统教学手段的有效结合
    结语/参考文献:低年级识字教学中多媒体运用研究结语与参考文献
    转载请注明来源。原文地址:http://www.lw54.com/html/zhlw/20190805/8184508.html   

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