on high school mathematics teaching application of multimedia technology(在高中数学教学中多媒体技术的应用).docVIP

on high school mathematics teaching application of multimedia technology(在高中数学教学中多媒体技术的应用).doc

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on high school mathematics teaching application of multimedia technology(在高中数学教学中多媒体技术的应用)

On high school mathematics teaching application of multimedia technology Abstract: With the development of technology, with its powerful multimedia features, the traditional teaching challenges, multi-media teaching can give full play to advantages, so that maps, text, sound like, and Mao, to fully demonstrate the process of knowledge formation can also stimulate student interest and improve classroom efficiency, give full play to the role of the student body, the use of multimedia technology in mobile graphics, freeze, flash, synchronized captions, color changes and other means can better express the teaching content, while the use of multimedia technology interactive features, you can write a strong simulation with a controlled demonstration, fully reflect the mathematics Shuoxingjiege dynamic effects in certain procedures can greatly optimize the high school mathematics classroom. Keywords: multimedia technology, mathematics education, interests, dynamic effects As people’s living standards improve, computer and network spread in schools, which requires us to high school mathematics classroom teachers to become boring text, graphics, animation, sound, color and other dynamic, lively classroom teaching, true to the innovative development of education and teaching of multimedia technology, with its powerful features, the traditional teaching challenges, and quickly became an important tool for the development of modern education, in high school mathematics classroom applications, can greatly optimize the teaching process. Educational Psychology tells us: the knowledge gained from the hearing people can remember about 15%, the knowledge gained from the visual to remember about 25%, if the transfer of knowledge using both tools in order to receive knowledge about 65%. CAI auxiliary teaching can give full play to this advantage, so that maps, text, sound like, and Mao, fully demonstrate the knowledge formation process, certain procedures can greatly optim

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