《教育管理 多媒體 外文翻譯 外文文獻(xiàn) 英文文獻(xiàn) 論多媒體技術(shù)對(duì)學(xué)習(xí)的有效支持》由會(huì)員分享，可在線閱讀，更多相關(guān)《教育管理 多媒體 外文翻譯 外文文獻(xiàn) 英文文獻(xiàn) 論多媒體技術(shù)對(duì)學(xué)習(xí)的有效支持（8頁珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、 英文譯文: 論多媒體技術(shù)對(duì)學(xué)習(xí)的有效支持 肯.鮑威爾 現(xiàn)代科學(xué)技木的飛速發(fā)展，使人類社會(huì)進(jìn)入了信息時(shí)代。多媒體技術(shù)在今天學(xué)習(xí)領(lǐng)域中的應(yīng)用，是學(xué)習(xí)現(xiàn)代化的一個(gè)重要標(biāo)志，并因而引發(fā)了全球范圍內(nèi)的學(xué)習(xí)革命，這必將對(duì)學(xué)習(xí)者的學(xué)習(xí)產(chǎn)生深遠(yuǎn)的影響。 1 、多媒體技術(shù)及其特點(diǎn) 多媒體技術(shù)，簡(jiǎn)單地說就是利用計(jì)算機(jī)技術(shù)綜合地處理文字、語言、圖像等多種媒體信息的系統(tǒng)技術(shù)。它以計(jì)算機(jī)為中心，把語言、圖像處理技術(shù)和視聽技術(shù)集結(jié)在一起，并通過對(duì)音頻、視頻信號(hào)的模數(shù)轉(zhuǎn)換和數(shù)據(jù)壓縮、解壓等過程，實(shí)現(xiàn)計(jì)算機(jī)對(duì)不同媒體信息的存儲(chǔ)、傳遞、加工、變換和檢索。將多媒體技術(shù)應(yīng)用于學(xué)習(xí)可表現(xiàn)出

2、如下特點(diǎn)： 　　(1)集成性。多媒體技術(shù)將多種媒體對(duì)信息的呈現(xiàn)形式有機(jī)地結(jié)合在一起，實(shí)現(xiàn)了信息呈現(xiàn)形式的多樣化。 　　(2)交互性。多媒體技術(shù)具有便捷的人機(jī)交互特點(diǎn)，利用多媒體網(wǎng)絡(luò)可實(shí)現(xiàn)人與人之間、人與機(jī)器之間適時(shí)快捷地交流。 　　(3)信息組織的大容量和非線性。多媒體技術(shù)是一種大容量的知識(shí)庫，可容納非常豐富的教學(xué)信息資源，其信息組織形式也具有非線性網(wǎng)絡(luò)化特點(diǎn)。 　　隨著計(jì)算機(jī)多媒體技術(shù)和網(wǎng)絡(luò)技術(shù)的發(fā)展，多媒體技術(shù)既可用于一般課堂教學(xué)，又可用于個(gè)別化學(xué)習(xí)，能實(shí)現(xiàn)教學(xué)資源的共享，實(shí)現(xiàn)遠(yuǎn)程教育，在學(xué)習(xí)領(lǐng)域得到廣泛地應(yīng)用。 2 、多媒體技術(shù)對(duì)學(xué)習(xí)的支持 　　傳統(tǒng)的學(xué)習(xí)觀念認(rèn)為，學(xué)習(xí)是通過

3、教師的直接傳授來進(jìn)行的，教師的教育是一門藝術(shù)。教師是否深請(qǐng)教學(xué)方法中的技巧藝術(shù)，是評(píng)判教師水平的唯一依據(jù)?！敖逃囆g(shù)”是教師們所醉心研究和向往的學(xué)問。但是，現(xiàn)代遠(yuǎn)距離多媒體技術(shù)的產(chǎn)生，改變了人們傳統(tǒng)的學(xué)習(xí)思想，單調(diào)乏味的學(xué)習(xí)活動(dòng)，逐漸被充滿色彩美、構(gòu)圖美、立體美等聲形并茂的視聽教材所替代，人們所向往的“一切學(xué)習(xí)帶有樂趣”的學(xué)習(xí)愿望正在變成現(xiàn)實(shí)。靈活多樣的多媒體技術(shù)使學(xué)習(xí)效果實(shí)現(xiàn)最優(yōu)化成為可能。利用多媒體學(xué)習(xí)，能突破時(shí)間、空間、宏觀、微觀的限制，直觀、形象地再現(xiàn)客觀事物，使學(xué)習(xí)者獲得豐富的感性材料，簡(jiǎn)化由感性認(rèn)識(shí)上升到理性認(rèn)識(shí)的中間環(huán)節(jié)。另外，它也有助于集中學(xué)生注意力，引起濃厚興趣，激發(fā)學(xué)生的學(xué)

4、習(xí)積極性，便于知識(shí)的理解和鞏固。詳細(xì)說來，我們認(rèn)為多媒體技術(shù)對(duì)學(xué)習(xí)的支持主要體現(xiàn)在以下幾個(gè)方面： 　　(1)多媒體技術(shù)的運(yùn)用豐富充實(shí)了學(xué)習(xí)資源，使學(xué)習(xí)不受時(shí)間、地域等的限制。傳統(tǒng)的學(xué)習(xí)模式是以教師、課堂和課本為中心的“三中心”模式，學(xué)習(xí)者主要從老師的課堂教學(xué)和課本中獲取知識(shí)。隨著人類社會(huì)的發(fā)展和科學(xué)技術(shù)的進(jìn)步，知識(shí)產(chǎn)生和更新的速度越來越快，人類知識(shí)總量不斷擴(kuò)大，知識(shí)體系結(jié)構(gòu)也發(fā)生更大變化，知識(shí)的有效性將會(huì)變得短暫、要想從書本上、從傳統(tǒng)的教育模式和教育方法中掌握這些知識(shí)將越米越困難。而多媒體與先進(jìn)的通訊技術(shù)的結(jié)合，特別是建立在網(wǎng)絡(luò)基礎(chǔ)上的多媒體系統(tǒng)，即多媒體網(wǎng)絡(luò)系統(tǒng)，不僅具有多種媒體信息處理和

5、人機(jī)交互功能，而且實(shí)現(xiàn)了網(wǎng)上多媒體信息傳遞和多媒體信息資源共享，可充分利用大學(xué)、圖書館等學(xué)習(xí)資源，各種社會(huì)教育機(jī)構(gòu)的教育資源，使適應(yīng)于各類學(xué)習(xí)者的學(xué)習(xí)資源豐富而充實(shí)，網(wǎng)絡(luò)的巨大信息包容量所提供的學(xué)習(xí)資源遠(yuǎn)遠(yuǎn)大于任何教師、任何教材乃至任何一座圖書館所能提供的信息量。利用網(wǎng)絡(luò)進(jìn)行學(xué)習(xí)，在空間上，在講課教師面前學(xué)習(xí)的學(xué)習(xí)者與距教師千里之外的學(xué)習(xí)者是沒有本質(zhì)區(qū)別的，正規(guī)的學(xué)校教育和大量的非正規(guī)教育、非正式教育并存，并相互補(bǔ)充；在時(shí)間上，人們隨時(shí)都可以進(jìn)行學(xué)習(xí)，學(xué)習(xí)貫穿人的一生，教育終身化的目標(biāo)會(huì)因?yàn)槎嗝襟w網(wǎng)絡(luò)的發(fā)展而得以實(shí)現(xiàn)；網(wǎng)絡(luò)具有使用上的極大自由度，使用者不受文化水準(zhǔn)、專業(yè)知識(shí)、年齡大小的限制，打

6、破了國(guó)度和區(qū)域的限制。 　　(2)多媒體技術(shù)具有強(qiáng)化學(xué)習(xí)者記憶的功能。學(xué)習(xí)者在學(xué)習(xí)知識(shí)過程中，有許多不同類別的材料需要記憶。有的是圖像，有的是文字，有的是數(shù)字，有的也可能是聲音等等。心理學(xué)家實(shí)驗(yàn)證明，學(xué)習(xí)者對(duì)不同類別的材料的記憶容量是各不相同的。對(duì)于圖像的記憶明顯超過對(duì)于表明物品名稱的詞語如“橘子”、“鋼筆”的記憶。短時(shí)記憶主要以聽覺編碼為主，長(zhǎng)時(shí)記憶以視覺編碼為主。同是一種材料采用不同表現(xiàn)形式對(duì)學(xué)生的視覺感受力與注意力的影響是不同的。多媒體技術(shù)集聲音、圖像、文本、動(dòng)畫為一體，為學(xué)習(xí)者營(yíng)造出形象逼真的學(xué)習(xí)環(huán)境，可以使不同的感官在同一時(shí)間內(nèi)接受到同一信息源的信息，這都有利于加強(qiáng)對(duì)知識(shí)的記憶，以

7、達(dá)到提高學(xué)習(xí)質(zhì)量的目的。據(jù)國(guó)內(nèi)外有關(guān)專家調(diào)查統(tǒng)計(jì)，同樣的內(nèi)容，只憑聽能記住約10％，單憑看能記住25％，而視聽結(jié)合可記住65％，而多媒體技術(shù)恰是視聽結(jié)合的有效手段。 　　(3)應(yīng)用多媒體技術(shù)能夠增強(qiáng)學(xué)習(xí)者的感官效應(yīng)，提高學(xué)習(xí)效率。人類的感知行為主要包括視覺、聽覺和觸覺三種不同形態(tài)。傳統(tǒng)知識(shí)的傳授基本上都是用語言描述的，雖然能描述客觀世界，但很抽象。然而有了多媒體技術(shù)就可直接把現(xiàn)實(shí)世界表現(xiàn)出來。例如，宏觀的宇宙世界、微觀的物質(zhì)世界，如果用語言描述，要得到形象的概念是非常困難的，但是在今天的多媒體時(shí)代，可以使用模擬、仿真，使內(nèi)容變得非常直觀，容易理解。應(yīng)用多媒體技術(shù)，可以方便地適應(yīng)不同個(gè)體在認(rèn)識(shí)

8、形態(tài)上的種種差異，從而激發(fā)起學(xué)習(xí)者的學(xué)習(xí)積極性和學(xué)習(xí)興趣，有利于學(xué)習(xí)效率的提高。 (4)應(yīng)用多媒體技術(shù)有利于實(shí)現(xiàn)創(chuàng)造性的學(xué)習(xí)目標(biāo)將現(xiàn)代化的多媒體技術(shù)引入學(xué)習(xí)中，將多維的教學(xué)媒體信息用于多媒體結(jié)構(gòu)，有效地組織、運(yùn)用多媒體技術(shù)的靈活多樣、生動(dòng)逼真、便于控制的特點(diǎn)，使全方位的主體教學(xué)空間在教學(xué)過程中得到充分運(yùn)用，由此來引發(fā)學(xué)習(xí)者的想象力和創(chuàng)造力。這種多媒體技術(shù)和學(xué)習(xí)內(nèi)容的完美結(jié)合，可以促進(jìn)人類感官與想象力的相互融合，以全方位的立體空間產(chǎn)生出前所未有的思維空間和創(chuàng)造靈感。 　　(5)應(yīng)用多媒體技術(shù)可以實(shí)現(xiàn)學(xué)習(xí)信息交流的雙向化。將多媒體技術(shù)引入學(xué)習(xí)過程，由于多媒體技術(shù)的人機(jī)交互特性，學(xué)習(xí)者利用計(jì)算機(jī)

9、的鍵盤和鼠標(biāo)，可方便地選擇學(xué)習(xí)內(nèi)容和探索路徑。這樣就可以很方便地實(shí)現(xiàn)學(xué)習(xí)過程中的信息反饋與交流。這種交流包括教師與學(xué)習(xí)者、教師與教師、學(xué)習(xí)者與學(xué)習(xí)者、教師與計(jì)算機(jī)、學(xué)習(xí)者與計(jì)算機(jī)等多向交流。教師可以根據(jù)學(xué)習(xí)者的具體情況隨時(shí)調(diào)整學(xué)習(xí)過程，而學(xué)習(xí)者也可隨時(shí)向教師反饋?zhàn)约旱膶W(xué)習(xí)情況，真正做到因材施教，使得所有學(xué)習(xí)者都能取得滿意的學(xué)習(xí)效果。 　　(6)應(yīng)用多媒體技術(shù)，能促進(jìn)學(xué)習(xí)觀念的轉(zhuǎn)變。現(xiàn)代學(xué)習(xí)的思想、理論、觀點(diǎn)都是為了適應(yīng)時(shí)代的發(fā)展，適應(yīng)社會(huì)對(duì)人才的需求，這就在教育改革上提出了更高的要求。一般的“工匠型”人才已經(jīng)不能適應(yīng)知識(shí)快速更新的信息社會(huì)的發(fā)展需要，而素質(zhì)全面、接受繼續(xù)教育能力強(qiáng)、智能型、有

10、創(chuàng)新精神的人才，則更適應(yīng)時(shí)代的激烈競(jìng)爭(zhēng)。所以，教育家提出要促使傳統(tǒng)的以教師為中心、以課堂為中心、以書本為中心的教育方式轉(zhuǎn)變?yōu)橐詫W(xué)習(xí)者為中心、以強(qiáng)化全體實(shí)踐為中心、以信息交流為中心的教育方式，變被動(dòng)教育為主動(dòng)教育，變應(yīng)試教育為素質(zhì)教育，變知識(shí)教育為智能教育。先進(jìn)的技術(shù)則可以促進(jìn)先進(jìn)思想的實(shí)現(xiàn)，有了現(xiàn)代學(xué)習(xí)技術(shù)的支持，許多新的教學(xué)模式、方法和手段便可以應(yīng)運(yùn)而生，所以教師掌握多媒體應(yīng)用技術(shù)，便可以使這些教育觀點(diǎn)、教育方法能在教學(xué)實(shí)踐中得以實(shí)現(xiàn)。 　　(7)多媒體技術(shù)可以為學(xué)習(xí)者提供豐富多樣的參考信息。學(xué)習(xí)者為了能得出所要探索的問題的結(jié)論，必須在大量有關(guān)感性材料的基礎(chǔ)上進(jìn)行某些高級(jí)思維活動(dòng)，大量的感

11、性材料的獲取，若采用傳統(tǒng)的方式是較困難和費(fèi)時(shí)的，而利用多媒體技術(shù)則可非常容易地做到。多媒體技術(shù)可容納非常豐富的與學(xué)習(xí)內(nèi)容有關(guān)的信息資源，學(xué)習(xí)者能非常方便、快捷地檢索到所需要的信息，這樣就極大地促進(jìn)了學(xué)習(xí)者學(xué)習(xí)過程的順利進(jìn)行。 3 、在運(yùn)用多媒體技術(shù)學(xué)習(xí)時(shí)應(yīng)當(dāng)注意處理好的關(guān)系 　　盡管多媒體技術(shù)在學(xué)習(xí)中有如上所述諸多支持，但并非是使用了現(xiàn)代化手段就能保證學(xué)習(xí)的成功和達(dá)到預(yù)期的學(xué)習(xí)目標(biāo)，這需要我們根據(jù)學(xué)習(xí)內(nèi)容的特點(diǎn)合理選擇多媒體技術(shù)，所以在運(yùn)用多媒體技術(shù)進(jìn)行學(xué)習(xí)的過程中必須注意處理好以下幾個(gè)關(guān)系： 　　(1)處理好多媒體技術(shù)與教育理論學(xué)習(xí)的關(guān)系。多媒體技術(shù)在學(xué)習(xí)中有其無可比擬的優(yōu)勢(shì)，但它畢竟

12、只是一種學(xué)習(xí)手段，是一種與傳統(tǒng)教學(xué)互補(bǔ)的實(shí)踐活動(dòng)，因此必須與教育理論緊密聯(lián)系，理論可以指導(dǎo)一切實(shí)踐活動(dòng)，反過來理論又為學(xué)習(xí)實(shí)踐提供更有效的幫助。因此在運(yùn)用多媒體技術(shù)于學(xué)習(xí)的過程中，也必須充分考慮教育理論的學(xué)習(xí)和運(yùn)用。只有充分掌握了包括學(xué)習(xí)理論、教學(xué)理論和傳播理論在內(nèi)的眾多教育理論知識(shí)，才能在學(xué)習(xí)中合理運(yùn)用多媒體技術(shù)，做到有的放矢、游刃有余而不致陷入只流于形式而與學(xué)習(xí)內(nèi)容脫鉤的地步。 　　(2)處理多媒體技術(shù)與學(xué)習(xí)者掌握信息技術(shù)的關(guān)系。振興民族的希望在教育，振興教育的希望在于不斷的學(xué)習(xí)，我們的教育事業(yè)不會(huì)因?yàn)橛辛诵碌慕逃侄伪銜?huì)現(xiàn)代化，更需要的是具有現(xiàn)代觀念的人和掌握多媒體技術(shù)的人。在科學(xué)技術(shù)

13、高度發(fā)展、傳播媒體日新月異的今天，學(xué)習(xí)者要把自己作為一個(gè)開放系統(tǒng)，不斷地接受、消化、使用新知識(shí)，新技術(shù)，以適應(yīng)時(shí)代發(fā)展的要求。 　　(3)處理好多媒體技術(shù)與學(xué)習(xí)內(nèi)容的關(guān)系。在學(xué)習(xí)系統(tǒng)中，包含了教師、學(xué)習(xí)者、學(xué)習(xí)內(nèi)容和學(xué)習(xí)手段四個(gè)要素。作為整體的各個(gè)部分，它們各司其職，又相互聯(lián)系。要保證學(xué)習(xí)手段的應(yīng)用取得最佳效果，必須研究系統(tǒng)中各個(gè)要素及其組合，不能將現(xiàn)代化學(xué)習(xí)手段游離于學(xué)習(xí)內(nèi)容之外。多媒體技術(shù)作為學(xué)習(xí)系統(tǒng)整體的一部分，僅僅注意到自身的因素是不夠的，必須對(duì)學(xué)習(xí)內(nèi)容進(jìn)行深入研究，根據(jù)內(nèi)容的需要，選擇手段與媒體，才能使學(xué)習(xí)達(dá)到最佳效果。 摘自：學(xué)賽網(wǎng)多媒體課件簡(jiǎn)述 附:英文原文: On

14、 the study of multi-media technology to effectively support Ken England，Gavin Powell Modern science technique wooden swift development，Caused the human society to enter information age. Multimedia technologies in today study domainapplication,Is studies modernized an important symbol. And thus has

15、 initiated in the global scale study revolution, this will certainly to have the profound influence to learners study. 1 Multimedia technologies and characteristic The multimedia technologies, put briefly are process the writing, the language, the image comprehensive using the computer technol

16、ogy and so on many kinds of media information system technology. It take the computer as the center, the language, the imagery processing technology and the seeing and hearing technology builds up in the same place, and through to processes and so on audio frequency, video signals a/d conversion and

17、 data compression, decompression, realizes the computer to the different media information memory, the transmission, the processing, the transformation and the retrieval. Applies the multimedia technologies in the study may display the following characteristic: (1) Integration. The multimedia techn

18、ologies present many kinds of media to the information the form organically to unify in together, realized the information to present the form the diversification. (2) Interactive. The multimedia technologies have the convenient man-machine interaction characteristic, uses the multimedia networks t

19、o be possible to realize between the human and the human, the human and the machine at the right moment quickly exchanges. (3) Information organization large capacity and misalignment. The multimedia technologies are one kind of large capacity knowledge library, may hold the very rich teaching info

20、rmation resource, its information configuration of organization also has the misalignment network characteristic.Along with the computer multimedia technologies and networkings development, the multimedia technologies both may use in the general classroom instruction, and may use in the individualiz

21、ing study, can realize teaching resources sharing, realizes the distance learning, obtains in the study domain widely applies. 2 Multimedia technologies to study support The traditional study idea believed that the study is carries on through teachers direct instruction; teachers education is an a

22、rt. Whether the teacher does invite in the teaching method deeply skillful art, is judges the teacher level the only basis. “Education art” is the knowledge which the teachers are infatuated with study and yearned. But, the modern long-distance range multimedia technologies productions, changed the

23、people tradition study thought that the monotonous tasteless learning activity, is filled gradually sound shapes and the luxuriant audio-visual aids and so on color US, composition beautiful, three-dimensional US substitutes, the people yearned for “all studies have the pleasure” the study desire is

24、 turning the reality. The nimble diverse multimedia technologies cause the study effect to realize the optimization possibly to become. Uses the multimedia studies, can break through the time, the space, macroscopic, the microscopic limit, direct-viewing, reappears the objective things vividly, caus

25、es the learner to obtain the rich perceptual material, and simplifies rises from the perceptual knowledge to the rational knowledge middle link. Moreover, it is also helpful to the centralized student attention, arouses the strong interest, stimulates students study enthusiasm, is advantageous for t

26、he knowledge the understanding and consolidated. Goes into particulars, we thought that the multimedia technologies the support mainly manifest to the study in the following several aspect: (1) Multimedia technologies utilization enriched the study resources richly, causes the study not the time, t

27、he region and so on limit. The traditional study pattern is take the teacher, the classroom and the textbook as the center “three centers” the pattern, the learner mainly from teachers classroom instruction and the textbook the knowledge acquisition. Along with human societys development and science

28、s and technologys progress, the knowledge produces with the renewal speed is getting quicker and quicker, the human knowledge total quantity expands unceasingly, the knowledge architecture will have the sweeping change, the knowledge validity will also become short, if wants from the books, masters

29、these knowledge from the traditional educational pattern and the education method to jump over the rice to be more difficult. But multimedia and advanced mechanics of communication union, specially establishes in the network foundation the multimedia systems, namely multimedia network systems, not o

30、nly has many kinds of media information processing and the man-machine interaction function, and has realized on-line multimedia information transmission and multimedia information resource sharing, but uses study resources fully and so on university, library, each kind of social education organizat

31、ions educational resources, cause to adapt and enrich in each kind of learners study fruitful in resources, the network huge information tolerance provides the study resources are bigger than the information content which by far any teacher, any teaching material and even any library can provide. Ca

32、rries on the study using the network, in the space, in teaches the learner who in front of the teacher studies with the learner who is apart from outside the teacher great distance not to have the essence to distinguish, the regular school edition and the massive non-regular educations, unofficial e

33、ducation coexisting, and supplemented mutually; In time, the people momentarily may carry on the study, the study pass through persons life, the goal which the education lifelong melts because of the multimedia network development, but can realize; The network has the enormous degree-of-freedom whic

34、h uses, the user not the cultural standard, the specialized knowledge, the age size limit, has broken the state and the region limit. 　(2) Multimedia technologies have strengthened the function which the learner remembered. The learner in studies in the knowledge process, many different categories’

35、 material needs to remember. Some are the images, some are the writing, some are the digit, and some also possibly are sound and so on. The psychologist tests proved that the learner to the different categorys materials memory capacity is various. Surpasses obviously regarding the image memory regar

36、ding indicates the goods name the words and expressions like “the orange”, “the fountain pen” the memory. Short-term memory mainly by sense of hearing code primarily, long-term memory by visual code primarily. With is one material uses the different manifestation to students visual feeling strength

37、and the attention influence is different. The multimedia technologies collection sound, the image, the text, the animation are a body, builds the image lifelike learning environment for the learner, may cause the different sense organ to inscribe in the same time receives the identical information s

38、ource the information, this is advantageous in strengthens to the knowledge memory, achieves the enhancement study quality the goal. According to the domestic and foreign concerned experts investigates the statistics, the similar content, only depends on listens to be able to remember approximately

39、10%, looked can only remember 25%, but the seeing and hearing union may remember 65%, but the multimedia technologies are the seeing and hearing union effective measures exactly. (3) Applies the multimedia technologies to be able to strengthen learners sense organ effect, raises the study efficien

40、cy. Humanitys sensation behavior mainly includes the vision, the sense of hearing and the sense of touch three kind of different shapes. The traditional knowledges instruction basically is with the language description, although can describe the objective world, but is very abstract. However had the

41、 multimedia technologies to be possible to display directly the real world. For example, macroscopic universe world, microscopic material world, if describes with the language, must obtain the image concept is very difficult, but in todays multimedia times, may use the simulation, the simulation, ca

42、uses the content becomes very direct-viewing, the understand easily. Applies the multimedia technologies, may adapt the different individual conveniently in understanding shape all sorts of differences, thus stimulates learners study enthusiasm and the study interest, is advantageous in the study ef

43、ficiency enhancement. (4) Will apply the multimedia technologies to be advantageous in achieves the creative study goal in the modernized multimedia technologies introduction study, the multi-dimensional teaching media information will use in the multimedia structures, will organize, to utilize the

44、 multimedia technologies effectively nimble diverse, vivid lifelike, to be advantageous for the control the characteristic, will enable the omni-directional main body teaching space to obtain the full utilization in the teaching process, from this will initiate learners imagination and the creativit

45、y. This kind of multimedia technologies and the study contents perfect union, may promote the human sense organ and the imagination mutual fusion, has the unprecedented thought space and the creation inspiration by the omni-directional three-dimensional space. (5)Applies the multimedia technologies

46、 to be possible to realize the study communication bidirectional. The multimedia technologies introduction learning process, as a result of multimedia technologies man-machine interaction characteristics, the learner uses computers keyboard and the mouse, but chooses the study content and the explor

47、ation way conveniently. This may realize in the learning process information feedback and the exchange very conveniently. This kind of exchange including teacher and learner, teacher and teacher, learner and learner, teacher and computer, learner and computer and so on multi-direction exchange. The

48、teacher may momentarily adjust the learning process according to learners special details, but the learner may also momentarily feed back own study situation to the teacher, achieves truly teaches students in accordance with their aptitude, enables all learners to obtain satisfaction the study effec

49、t. (6)Applies the multimedia technologies, can promote the study idea transformation. The modern studys thought that the theory, the viewpoint are to adapt the time development, the adaptation society to talented persons demand, this set a higher request in the educational reform. Generally “the ar

50、tisan” the talented person already could not meet the knowledge fast renewal information societys development need, but the quality comprehensive, accepts the continuing education ability to be strong, the intelligence, has the innovative spirit talented person, then adapts the time steep competitio

51、n. Therefore, the educationalist proposed that must urge the tradition take the teacher as central, take the classroom as central, to transform take the books as the central educational mode into take the learner as the center, take strengthens to practice as central, take the communication as the c

52、entral educational mode, changes the passive education is the initiative education, changes the shopping online is the education for all-around development, changes the knowledge education for the intelligent education. The advanced technology may promote advanced ideas realization, had the modern s

53、tudy technology support, many new educational models, the method and the method then may arise at the historic moment, therefore the teacher masters the multimedia applied technologies, then may enable these educational view, the education method to be able to realize in the teaching practice. (7)

54、Multimedia technologies may supply the bountiful reference information for the learner. For the learner can draw the question conclusion which must explore, must carry on certain high-level thinking activity in the massive related perceptual material foundation, massive perceptual material gain, if

55、uses traditional the way is difficult and time-consuming, but uses the multimedia technologies to be possible to achieve very easily. The multimedia technologies may hold very richly with the study content related information resource, the learner can be convenient the information which, retrieve qu

56、ickly needs, like this enormously promoted learner learning process smooth advance. 3 When utilizes the multimedia technologies studies must pay attention to the relations which processes. Although the multimedia technologies have as stated above many supports in the study, but used the modernize

57、d method to be able by no means to guarantee that the study the success and achieved the anticipated study goal, this need we chose the multimedia technologies reasonably according to the study contents characteristic, therefore in utilized the multimedia technologies to carry on the study in the pr

58、ocess to pay attention deals with the following several relations: (1) Processes many media technologies and the education theoretical study relations. The multimedia technologies have its incomparable superiority in the study, but it is only one study method after all, is one kind with traditional

59、 teaching supplementary practice, must therefore relate closely with the education theory, the theory may instruct all practice, in turn the theory provides a more effective help for the study practice. Therefore in utilizes the multimedia technologies in the study process, must consider the educati

60、on theory fully the study and the utilization. Only then has grasped fully including the theory of learning, the teaching theory and the dissemination theory numerous education theoretical knowledge, can utilize the multimedia technologies reasonably in the study, achieves, accomplishes a task with

61、ease with a clear goal does not send falls into only becomes a mere formality, but gets unhooked with the study content situation. (2) Processes the multimedia technologies and the learner masters the information technology the relations. The promotion nationalitys hope in the education, the promot

62、ion educations hope lies in the unceasing study, our education not because will have the new education method then to modernize, what will need has the human who the modern ideas person and will master the multimedia technologies. Develops highly in the science and technology today which, the commun

63、ication media changes with each new day, the learner must oneself take an open system, accepts, the digestion, to use unceasingly the new knowledge, the new technology, adapts the time development request. (3) Processes many media technologies and the study content relations. In the learning system

64、, has contained the teacher, the learner, the study content and the study method four essential factors. As whole each part, they perform its own functions, also mutual connection. Must guarantee that the study method the application obtains the desired effect, must study in the system each essentia

65、l factor and the combination, cannot in study the modernized study method dissociation outside the content. The multimedia technologies take the learning system whole a part, notes own factor is merely insufficient, must conduct the deep research to the study content, according to the content need, the selection approach and the media, can enable the study to achieve the desired effect From: the production of multi-media technology