第一篇：LESSON 98 多媒體教學設計方案-教學教案范文

teaching aims

1.study this lesson to know that one should be careful with his work..2.let the students grasp the main idea by understanding the key words and phrases.3.get the students to know about new words.teaching procedures step 1 presentation

教師活動：教師展示圖片（見ppt.）讓學生能從此圖片了解課文的內容，學生能否猜到事情發生的情況，教師可提問全班學生。

what happened to them from this picture? step 2 watch the video 教師活動：教師播放視頻（見ppt.），可播放一至兩遍，然后給出問題，提問兩到三個學生。

why was dr baker surprised when he received the invitation? step 3 listening 教師活動：教師播放聽力錄音（見ppt.），在播放第一段過程中之后，可讓學生瀏覽一遍課文內容。

after listening ,please answer the main idea of each paragraph.paragraph 1 key: dr baker was invited to attend medical conference in london.paragraph 2 key: dr baker was surprised to be asked to give a talk on dna, which he knew nothing.step 4 intensive reading 學生活動：學生通過仔細閱讀課文兩到三遍，也可大聲地朗讀，然后做教師提出的問題。ask the students to read the text quickly and choose the best answer to each question.1.the main speaker didn’t arrive on time because ________.a.she had changed her mind

b.she returned for her notes

c.she missed her plane

d.the weather was bad 2.it proved that dr.baker s appearance at the conference was ________to the organizer.a.an unknown mistake b.a serious problem

c.a pleasant surprise d.a well-kept secret 3.why did the organizer ask dr.david baker to give a talk on dna?

a.he knew the world-famous expert very well.b.he thought he was another expert on dna whose name was peter baker.c.he just wanted to make fun of dr.baker.d.he wanted to please the people there by telling a joke.4.which of the following statements is true?

a.the organizer made the careless mistake.b.david baker also did research in dna at college.c.dr.lively was going to give a talk on ent.d.david was a bit angry at such a careless mistake.5.can you guess what will happen next year?

a.the organizer will not invite dr.baker.c.they will not invite more experts to the meeting.key: dcbcd step 5 extensive reading 學生活動：學生快速閱讀課文一遍，然后回答教師提出的問題。please read the text quickly then answer the questions.1.why did dr.baker look at his diary after he got the invitation?

2.why do you think one or two people were surprised to see him?

3.do you think the organizer know dr.baker? how do you know?

4.what did the organizer want dr.baker to do?

5.can you imagine how the organizer would feel after dr.baker said, “you must be joking!i know nothing at all about that subject”? key:

1.because he wanted to see whether he would be free that week.3.no, he didnt.he politely asked dr.baker to step out to make himself known to the organizer.4.he wanted dr.baker to give a talk about dna.5.he must be equally surprised at dr.baker because he could not understand a mistake had been made.step 6 practice 教師活動：教師展示四張圖片，讓學生說出圖片的內容。教師提問若干個學生，練習學生的口語能力

please talk about dr.baker’s experiences based on each picture with your own words.key:1.dr.baker was surprised when he received the invitation one day.2.two of them greeted to the dr.baker and was surprised to see him.3.the organizer was so glad that dr.baker stood up to help the organizer to give a talk.4.the organizer was saying sorry to all listeners that the speaker didn’t not reach because of bad weather.step 7 language study 教師活動：教師講解課文的重點詞匯與語句，之后教師分別給出詞匯，讓學生練習。學生活動：學生在學習和掌握詞匯用法后，分別回答教師給出的問題。fill in the blanks with proper words.out of breath, hold on, take a message, get through, stand for, make oneself known, ring back, point out, make up, send out

1.there are some invitations ________.2.i tried to call you up but i couldn’t_____.3.i’ll _________ you _________ when i know the answer.4.when he climbed up the hill, he was _________.5.will you please ________ a price list?

6.i asked her_________ while i left the telephone to call you.7.she isnt in.can i_________?

8.what does cba ________?

9.may i _________ to the organizer at the conference?

10.he ________ her________ to me.1.to send out 2.get through

3.ring;back 4.out of breath上一頁[1][2][3]下一頁

5.make up 6.to hold on

7.take a message 8.stand for

9.make myself known 10.pointed;out step 8 writing 教師活動：教師給出寫作的內容（見ppt.）給學生一段的時間來寫，然后教師提問學生，在給予指正。

學生活動：學生根據作文內容，在一定的時間內完成，用自己的語言描述此內容。根據提示寫一篇以會議組織者的口吻描述第二天的情況:

1)the first day, ok;2)the main speaker would not be able to arrive the second day;3)everybody was worried;4)invite dr.baker to give a talk;5)know nothing about dna suggest answer:

the medical conference went on smoothly the first day.but on the morning of the second day, we were told that the main speaker.dr.lively would not be able to arrive that day because of bad weather at the airport.it was already lecture time and everybody was worried.then we decided to invite dr.baker to give a talk on dna instead.i knew dr.ba

第二篇：多媒體教學設計方案

多媒體教學設計方案

一、總體設計思路

信息技術的發展正在深刻地推動著社會變革，大力發展信息化教育是教育工作者的重要任務。促進計算機多媒體教育技術在學校中的普及與應用，組建校園網，開展遠程教育，是信息化教育的首要工作。多媒體網絡教室是一種有效的多媒體教學平臺，目前它已成為現代化電教室的主流構思。

藍代維斯科技根據多年從事計算機輔助教學推廣工作的經驗，集成優秀的課件制作系統構筑中學網絡教室環境，為推動信息技術在中學教育中普及，做出了自己的貢獻。藍代維斯科技設計的多媒體網絡教室方案主要基于以下思路。

◆支持視頻流、音頻流、控制流和數字流的全雙向硬件傳送，可在Win98/95、Windows NT、DOS、UNIX、Linux等各種系統下直接運行。

◆多種控制模式，用戶根據實際需要，選用獨立控制機、獨立控制臺、教師控制合二為

一、遙控器等多種控制模式，以及這些控制模式的組合。

◆系統設計包含多路音視頻通道，同時支持教師音視頻和外部音視頻。方便各種AV設備的接入和集成，更可將全體學生分為兩部分，分別用教師音視頻和外部音視頻兩路節目同時授課。

◆支持電子舉手、搶答和回答考題，自動支持不同種類鍵盤鼠標在多媒體教學網中的混合使用。

◆選擇標準插口，安裝維護簡單，避免硬件不兼容問題。

二、主要功能

廣播教學：按廣播打開“廣播”功能，向所有學生顯示教師的操作。語音教學：通過話筒和耳機實現軟件控制的多向雙工語音傳輸。

監示遙控：可以隨意監示學生的屏幕，并且用自己的鍵盤和鼠標遙控學生電腦，控制學生微機或給該學生發信息，讓學生集中注意力。

演示教學：讓優秀的學生演示他的操作，同時展現給全班同學榜樣看得見 電子黑屏：將學生的屏幕關閉，讓學生專心聽講

遠程關機：下課后，不必一臺一臺的關機，遠程重啟/關機在瞬間完成 電子舉手：通過鍵盤或鼠標表示想回答問題。

系統設置：設定系統的一些參數，比如學生座次，這樣學生位置可以圖形化顯示，直觀自然。

分組討論：自動按教師設置將學生分組，各組可以聯機討論。

聯機考試：考試、閱卷、評分、統計全自動完成、完全無紙化操作。同時聯機考試還可以自動記錄學生成績，有助于集中分析學生知識掌握情況，對學生的知識點進行查缺補漏。

集成控制：對外部媒體設備（VCD、DVD）集中控制。

電子白板：透明覆蓋在任意軟件之上，可以直接涂寫，方便教學。在線討論：根據教學需要，上課時同學之間可以任意“交談”。遠程命令：遠程發布指令，控制遠端電腦執行指定的操作。文件傳輸：收發作業（文件）瞬間完成。

網上影院：VCD 實時傳輸，利用精彩視頻課件進行教學。

第三篇：多媒體教學的設計方案

多媒體教學的設計方案

《觀潮》一課是小學三年級語文第六冊第三單元的一篇閱讀課文。這篇課文按順序抓特點通過“我”的耳聞目睹，介紹了自古以來被稱為“天下奇觀”的錢塘江大潮。文中洋溢著作者強烈的熱愛祖國、熱愛大自然的思想感情。

三年級是小學階段由低向高發展的關鍵的階段，大綱明確要求：“能抓住重點詞、句、段”，深入理解課文內容：“學習課文是怎樣觀察事物，用詞造句，連句成段，連段成篇”的。根據大綱目的要求、語文教學的規律、以及本課的特點，發揮現代教學手段的優勢，我設計了本課的多媒體教學設計方案，以達到本課的教學目標。

1.知識目標：

理解課文內容，使學生從多種角度體會了解錢塘江大潮的壯麗與雄奇。

學會本課生字、新詞，注意多意詞“觀”的不同用法。

學習作者抓特點的觀察方法。

掌握有感情朗讀課文的技巧。

2.能力目標：

給課文分段，指導學生有感情地朗讀課文，背誦3、4自然段。

通過本課學習，訓練學生按事物本身發展變化的順序有次序地觀察，有條理地敘述，培養學生留心觀察周圍事物的

習慣。

讓學生在小組學習中善于傾聽、善于交往，養成良好的協作品質。

使學生形成良好的信息素養。

3.情感目標：

能通過網絡了解、收集、整理錢塘江大潮的相關信息，讓學生獲得分析、處理信息的技能。

能有感情地朗讀課文，并在交流中培養學生的口頭表達能力。

培養學生運用網絡進行交往、合作的技能。

激發學生熱愛大自然，熱愛祖國大好河山的思想感情。

1.教學內容分析：

這是一篇講讀課文，描繪了錢塘江大潮這一壯麗的“天下奇觀”，表達了作者對祖國大好河山的無比熱愛之情。

全文共有六個自然段，可分為二個大段。

第一段概括介紹錢塘江大潮自古有名。

第二段按時間順序寫“潮來之前”、“潮來之時”、“潮過之后”的整個經過。

依據教學大綱的要求和學生的認知規律，結合本課的特點，在教學中，我主要運用多媒體計算機，自制CAI課件，創設情境，激發學生的學習興趣，并通過各種形式的練習，達到突破重點、難點的目的。

2.教學重點：

體會作者是怎樣按由遠到近的順序具體描寫潮來時的樣子和聲音的。

3.教學難點：

學習作者有順序的觀察方法，培養學生的觀察能力，養成積累材料的習慣。

由于本課面對的學生是小學三年級的學生，學生年齡小，對生活中的一些自然現象感知少，本課所介紹的自然現象又比較復雜，地域性、空間性強，因此，學生很難掌握課文的重點和難點。為了培養學生的觀察力、想象力、邏輯思維能力和自學總結能力，使學生充分理解課文內容，在教

學中，我力求充分發揮現代化教學手段的優勢，自制CAI課件，創設情境，為學生提供直觀、形象的感性材料，豐富學生的想象，幫助學生理解。在教學過程中采取“導-扶-放”的教學方法，導學“潮來之前”這一段內容，師生共同總結學習方法，再通過讓學生自己觀察大潮到來時那驚心動魄的情景，側耳傾聽大潮到來時那震聾發聵的聲音，引導學生自學“潮來之時”這段內容，最后進行總結引深，幫助學生體會錢塘江大潮的雄偉壯觀。學生在學習的過程中通過仔細觀察、合作交流，動手勾、畫、圈、點，動腦積極思考，真正參與到課堂活動中，使課堂務實、有效，從而突破了課文的重點、難點。

我們知道“興趣是最好的老師”，多媒體計算機以其獨有的生動的畫面、鮮明的色彩、形象的聲音及完整的情節，在課堂教學中施展出獨特的魅力，對激發學生興趣，吸引學生積極主動地參與課堂教學活動，其效果是十分明顯的。

根據大綱的要求及小學生的特點，針對本課的特點、重點和難點，同時結合教師教的需要和學生學的需要，為充分調動學生的主動性，加深學生對問題的理解，使語文課上得生動、有趣、高效。我把多媒體計算機引入課堂，自制CAI課件，充分發揮多媒體計算機的多種優越功能，達到創設良好教學情境，多方面地輔助課堂教學，激發學生學習興趣的目的。同時還采用了激趣導入法、情景教學法、自學討論法、指導分析朗讀法、板書總結法等方法來幫助學生理解課文，突破本課的重點和難點。

在教法的運用中，突出自讀自悟，以“讀”貫穿始終，運用多種形式的“讀”，來激發學生的閱讀興趣，達到理解課文的目的。如：自由讀、小組讀、指名讀、同桌互讀等，也可以列提綱讀、感情朗讀、邊讀邊畫或抓重點讀。在引導學生自學的過程中，突出合作學習。主要采用同桌交流、小組交流、全班交流等多種合作方式，讓學生在全作中相互啟發、相互鼓勵、共同探究，以更全面、更準確、更深刻地理解課文內容。這樣不僅培

養了學生的合作精神產協作能力，也真正作到了面向全

體，因材施教。力爭讓學生在短短的四十五分鐘內學得有興趣，學得有效果，學得有收獲。在教學過程中潛移默化地訓練學生的觀察能力，想象能力，并在自讀、自悟及創造性想象的基礎上，感悟大自然的神韻，陶治學生的情趣，自主、多元地訓練了學生的語文素養。

依據教學大綱的要求，遵循教學原則、教學規律，根據本課的特點和小學生的認知規律，本課的教學媒體運用主要以多媒體計算機和CAI課件為主，多媒體計算機和CAI課件的運用貫穿整堂課的始終，讓學生通過看大潮到來時的情景、聽大潮到來時的聲音，達到幫助學生理解課文內容的目的。

1.流程圖的簡要說明：

2.教學過程流程圖：

一、啟發談話，質疑激趣：

1.板書“奇觀”，分析“觀”的意思，“奇觀”呢？你們親眼見過奇觀嗎？ 農歷的八月十八是我國錢塘江的觀潮日，這錢塘江大潮自古以來被稱為“天下奇觀”，今天讓我們隨作者一起去觀賞那著稱“天下奇觀”的錢塘江大潮。

2.板題：觀潮

比較：“奇觀”和“觀潮”

二、初讀感知，理清層次

1.自讀，思考：

課文主要寫了一件什么事？

作者是按什么順序來寫的？

追問：課文那幾部分分別寫了潮來前、潮來時、潮過后的？

2.自學，匯報。

第四篇：Lessn 102 多媒體教學設計方案

Lessn 102 多媒體教學設計方案

Teaching bectives:

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

1．由電影Titanic的片斷引出本課的教學，讓學生討論有關對Titanic的了解，展示一些圖片，讓學生更多地了解有關the ship Titanic的背景知識。并教學新詞匯Titanic。

2．播放Miss Evans的故事情景，讓學生熟悉故事內容。

教學新詞匯，講解重點語言點。

讓學生跟讀整個故事，能夠朗讀整篇故事，并回答有關這個故事的問題。

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

展示給學生本課文的簡筆畫，讓學生用自己的語言重講這個故事。

Discussin 讓學生討論Miss Evans的行為，發表自己的想法，同時假設是你自己時你該如何處理，使學生從中受到愛國主義教育，見義勇為，舍己為人。

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

播放電影Titanic的主題歌曲M heart will g n，讓學生欣賞。

Mre abut the Titanic

圖片展示the ship Titanic的壯觀景象。

Titanic Ges Dwn

(錄像演示)播放the ship Titanic沉船的經過。

2.Abut the fil Titanic

展示電影的片斷

3.The wrec f the ship Titanic

展示the ship Titanic的殘骸。

第五篇：多媒體教學設計方案示例

多媒體教學設計方案示例

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

教師活動：展示圖片

學生活動：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

教師活動：演示視頻見

Step3 Questions

學生活動：回答下列問題

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

教師活動：教師播放錄音(見ppt.)

學生活動：回答下列問題

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:

教師活動：播放錄音(見ppt.)

學生活動：回答下列問題

(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

學生活動：學生閱讀課本回答下列問題

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

學生活動：學生做下面課文的完形填空題

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

教師活動：教師把學生分成幾個小組進行討論，給學生大約五分鐘時間，最后教師進行提問與總結

學生活動：學生在小組里進行討論，交流看法與意見，Lesson 78 多媒體教學設計方案，高中英語教案《Lesson 78 多媒體教學設計方案》。

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.