随着新课程改革的逐步深入,多媒体作为一种辅助教学的手段,正以其特有的优势走进课堂,成为广大教师的得力助手。它在知识的抽象性和学生思维的形象性之间架起了一座桥梁,使我们的课堂教学发生了可喜的变化。但在这动人一幕的背后,也存在着部分教师使用多媒体时缺乏理性思考,简单模仿、机械照搬的现象,导致课堂中出现了“散乱的活跃”(某国家级实验区教师语)。笔者对此作了相关调查,调查表明:在课堂内运用多媒体课件,能让教师教学更游刃有余,让学生学习更兴趣盎然;目前,在有的学校,几乎所有新课程的课堂教学都用上了多媒体课件,但是,如何更有效地使用多媒体课件值得我们深思。 With the gradual deepening of the new curriculum reform, multimedia, as a means of assisting teaching, is entering the classroom with its unique advantages and becoming the right-hand man for the vast majority of teachers. It bridges the gap between the abstraction of knowledge and the image of student thinking, and leads to a welcome change in our classroom teaching. However, behind this touching scene, there are also some teachers’ lack of rational thinking, simple imitation and mechanical copying in the use of multimedia, resulting in the emergence of “scattered activeness” in the classroom (a national experimental zone teacher’s language). The author made a related investigation, the survey shows that: the use of multimedia courseware in the classroom, teachers can teach more ease, so that students learn more interesting; At present, in some schools, almost all of the new curriculum classroom teaching are spent Multimedia courseware, however, how to use multimedia courseware more effectively is worth pondering.