谈多媒体课件"圆锥曲线"的设计与制作

一个优秀的多媒体课件的开发究竟需要经历怎样的过程 ?人们常说的“精心设计、精心制作”究竟应当怎么落实 ?其中有哪些要领 ?这些都是每一个参与课件制作的人经常思考的问题 ,也是许多初学课件制作的人十分关注的问题 .笔者作为一名数学教师 ,较早投入了多媒体课件设计与制作的实践 .本文试以解析几何课件“圆锥曲线”的设计与制作为例 ,谈谈对多媒体课件设计与制作的认识和体会 ,愿与广大中小学教师共同探讨 .1　课件设计阶段的分析与思考在课件开发的设计阶段需要做的事以“务虚”为主 .要通过深入分析与思考 ,确定课件的选题 ,设定课件…     

走出多媒体教学的误区

新课改以来,广大数学教师纷纷带着新课改理念投身到教学研究与改革中,曾经“黑板 粉笔 教材”的教学方式在一些人眼里已显得很落伍,随之而来的是能够集声音、颜色、图像、动画于一身的多媒体课件.几乎大部分教师都在动手尝试将多媒体课件运用到自己的课堂上,力求能使一堂课更富有活力,更大限度地将教材形象、直观化,更利于学生理解和运用.但是,我觉得新课程的改革迫切需要同行反思,尤其是多媒体课件的运用更应该走出误区,用得恰到好处.     

扬长避短构建和谐数学教学的多媒体课件

现阶段数学教学课件中存在拿来主义、缺乏再创造,单边主义、缺少交流与协作,泛泛主义、没有针对性等问题.要构建和谐数学教学多媒体课件,可视性、可读性、可赏性、实用性是课件制作要考虑的重要因素.     

高等数学多媒体辅助教学的实践与思考

通过透析高等数学多媒体辅助教学所体现出的现代教育技术的优势,及其当前同时存在着的一些亟待解决的问题,建议更新教学思想,完善教学方式,改革课程设置,结合多媒体和传统媒体的互补优势,突出多媒体的交互性功能,增强课件制作的实效性和多样化,以期扬长补短,充分发挥多媒体在高等数学教学中的辅助功能.     

PowerPoint在数学课件制作中的技巧

伴随着中学教育信息化课程整合程度的不断提高,计算机被广泛的应用到教学实践的各个领域.作为计算机辅助教育的一个重要方面,多媒体教学系统被普遍的应用到实际教学中.本文中将结合数学实例,介绍PowerPoint在制作数学教学课件时的制作技巧.1多媒体课件制作的基本过程在开始介绍PowerPoint课件制作之前,我们有必要了解一下课件制作的基本过程.课件制作的基本过程包括:1)项目定义:教学内容的选择,课件设计的可行性分析和课件需求分析.这是对课件制作的必要性的分析.2)教学设计:围绕教学目标的要求,合理选择和设计媒体,采用适当的教学模式和…     

大学数学多媒体教学的利与弊

多媒体辅助教学与大学数学教学的结合，使大学数学教学的效率得到提高，并丰富了教学形式．然而在大学数学多媒体课堂教学中还存在着过分依赖电子课件、削弱教师主导作用与学生主体作用等问题．此外，针对上述问题提出几点应对策略．     

应用Mathcad辅助高等数学教学

运用数学专业软件Mathcad来辅助高等数学教学。通过具体实例重点论述Mathcad软件系统在制作多媒体课件素材时的特点和优势,给出了作者设计的动态描述数学概念动画的制作过程,同时还介绍了作者使用该软件系统的心得。     

用PowerPint制作数学课件的文本处理技巧

课堂演示型的PowerPint课件由于制作简单,易于修改,既可以在多媒体教室通过投影机把内容投影到大屏幕上,也可以通过校园网直接在教室里通过电视机使用,非常适合于当前的班级授课形式,因此十分普及和流行.但是很多老师在数学课件制作中,不太重视文本的处理,只是简单的将文本放到一张张幻灯片上,使用起来就像是传统的幻灯机.本文介绍几种文本的处理技巧,能使课件中的文本具有趣味性和交互性的效果.     

现代教育技术环境下高等数学教学改革的实践与思考

现代教育技术环境，特别是网络环境，对高等数学教学、学习带来了巨大变革。教学过程中，充分应用现代教育媒体，精心制作多媒体课件，优化课堂教学，开设数学实验和数学建模，是实践建构主义理论，提高教学质量的有效方法。     

现代教育技术环境下高等数学教改革的实践与思考

现代教育技术环境,特别是网络环境,对高等数学教学、学习带来了巨大变革.教学过程中,充分应用现代教育媒体,精心制作多媒体课件,优化课堂教学,开设数学实验和数学建模,是实践建构主义理论,提高教学质量的有效方法.     

线性规划精品课程建设的实践与思考

精品课程建设对提高高校教学质量具有重大意义.本文结合我校实际,讨论了线性规划精品课程建设的实践与设想,提出了相应的教改措施.     

Spatial distribution multimedia fate model: Numerical aspects and ability for spatial analysis

A spatial distribution multimedia fate model is proposed for the rigorous simulation of the environmental multimedia fate of hazardous chemicals emitted from a variety of sources. To solve the relevant equation, we introduce an explicit finite difference method applied to uniform grids. We assessed the numerical properties of the model, including stability and accuracy. A new dimensionless number (multimedia transport number) is proposed for determining the numerical stability of the unsteady-state method. The model was verified by comparison with analytical solutions for the transport of non-conservative substances in two-phase open-channel flow. The spatial resolution of the spatial distribution model was tested via a comparison with a general multimedia fate model in a practical application related to toluene emissions in Seoul, South Korea.     

应用Mathematica4.0学习Taylor公式

通过利用 Mathematica4 .0这一数学软件对《数学分析》中 Taylor公式的讲授 ,把传统的教师讲授——记忆——测验的学习过程 ,变成了 Sounders Mac lance提出的直觉——探试——思考——猜想——证明的过程 .充分利用计算机强大的计算和丰富的图形功能进行真正意义上的多媒体的教学     

Codes with the identifiable parent property for multimedia fingerprinting

Let \({\mathcal {C}}\) be a q-ary code of length n and size M, and \({\mathcal {C}}(i) = \{\mathbf{c}(i) \ | \ \mathbf{c}=(\mathbf{c}(1), \mathbf{c}(2), \ldots , \mathbf{c}(n))^{T} \in {\mathcal {C}}\}\) be the set of ith coordinates of \({\mathcal {C}}\). The descendant code of a sub-code \({\mathcal {C}}^{'} \subseteq {\mathcal {C}}\) is defined to be \({\mathcal {C}}^{'}(1) \times {\mathcal {C}}^{'}(2) \times \cdots \times {\mathcal {C}}^{'}(n)\). In this paper, we introduce a multimedia analogue of codes with the identifiable parent property (IPP), called multimedia IPP codes or t-MIPPC(n, M, q), so that given the descendant code of any sub-code \({\mathcal {C}}^{'}\) of a multimedia t-IPP code \({\mathcal {C}}\), one can always identify, as IPP codes do in the generic digital scenario, at least one codeword in \({\mathcal {C}}^{'}\). We first derive a general upper bound on the size M of a multimedia t-IPP code, and then investigate multimedia 3-IPP codes in more detail. We characterize a multimedia 3-IPP code of length 2 in terms of a bipartite graph and a generalized packing, respectively. By means of these combinatorial characterizations, we further derive a tight upper bound on the size of a multimedia 3-IPP code of length 2, and construct several infinite families of (asymptotically) optimal multimedia 3-IPP codes of length 2.     

多媒体教学与传统教学优势互补的探讨

浅析了高等数学多媒体教学的正负效应,传统教学的特点与不足.结合教学实践,对传统教学与多媒体教学优势互补进行初步探讨,重点论述了优势互补能最大地发挥各种教学方法的综合功能,取得较好的教学效果.     

Resource allocation for end-to-end QoS provisioning in a hybrid wireless WCDMA and wireline IP-based DiffServ network

In the future UMTS network, the heterogeneous traffics of multimedia services demand various QoS provisioning. At the same time, the seamlessly conveying of information between mobile users and a hybrid network requires the networking from wireless to wireline domains. However, in both academia and industries, the end-to-end QoS provisioning in the integration of wireline and wireless networks remains a challenge. In this paper, a modeling of a hybrid wireless WCDMA and wireline IP-based DiffServ network is presented to investigate the resource allocation for end-to-end QoS provisioning for multimedia services. In the wireless domain, the mathematical modeling of the cross-layer model including the physical layer, the link layer and the network layer is built. The connection admission control scheme is implemented based on the cross-layer model to determine the amount of resource for different services. In the wireline domain, we define the mapping of QoS classes between UMTS and DiffServ networks according to different QoS requirements. We propose a bandwidth allocation scheme to provide satisfactory packet loss and delay guarantee in DiffServ networks. The final end-to-end admission control scheme combines the resource allocation and admission control in both wireless and wireline domains. The analytical and simulation results show that the proposed resource allocation and admission control schemes work cooperatively in the presented hybrid wireless and wireline networks to guarantee the end-to-end QoS requirements for multimedia services.     

概率统计课程教学方法的几点体会

通过教学实践与理论思考,并结合目前大学生的特点,对概率论与数理统计课程的教学方法阐述四点看法.主张在教学中引人历史典故,引进多媒体辅助教学,将教学与数学建模活动相结合,运用案例教学法以培养学生分析问题和解决问题的能力.     

网络化《高等数学》学习系统的设计与实现

介绍了《高等数学》课程网络化学习系统的设计思路与实现方法.系统利用网络多媒体的灵活表现形式,双向互动等功能,将传统的教学学习环节与现代多媒体网络技术进行有机的结合,使学生学习变得生动有趣且不受时间、空间的限制,为学生课后自主学习提供了良好的学习环境.     

高等数学多媒体课堂教学浅议

从使用多媒体讲授高等数学的经验出发,分析高等数学教学中应用多媒体教学手段的优势,同时给出在多媒体教学条件下进一步提高教学效果的几点建议,指出教师必须用现代化的教学思想为指导,综合运用各种教学手段提高高等数学教学效果,适应现代化教学的发展.     

How to make mathematics relevant to first-year engineering students: perceptions of students on student-produced resources

Many approaches to make mathematics relevant to first-year engineering students have been described. These include teaching practical engineering applications, or a close collaboration between engineering and mathematics teaching staff on unit design and teaching. In this paper, we report on a novel approach where we gave higher year engineering and multimedia students the task to ‘make maths relevant’ for first-year students. This approach is novel as we moved away from the traditional thinking that staff should produce these resources to students producing the same. These students have more recently undertaken first-year mathematical study themselves and can also provide a more mature student perspective to the task than first-year students. Two final-year engineering students and three final-year multimedia students worked on this project over the Australian summer term and produced two animated videos showing where concepts taught in first-year mathematics are applied by professional engineers. It is this student perspective on how to make mathematics relevant to first-year students that we investigate in this paper. We analyse interviews with higher year students as well as focus groups with first-year students who had been shown the videos in class, with a focus on answering the following three research questions: (1) How would students demonstrate the relevance of mathematics in engineering? (2) What are first-year students' views on the resources produced for them? (3) Who should produce resources to demonstrate the relevance of mathematics? There seemed to be some disagreement between first- and final-year students as to how the importance of mathematics should be demonstrated in a video. We therefore argue that it should ideally be a collaboration between higher year students and first-year students, with advice from lecturers, to produce such resources.