为了提高课堂教学质量,近来我在地理教学中改进电教手段,采用了动感投影片教学,教学效果明显提高。动感投影片教学,主要是改变了过去单纯依靠“三板”(板书、板图、板画)加“一投”(投影片)、“挂图加教鞭”的静态教学手段。过去,我每逢用静态教学手段来讲解动态的教学内容时,如气压带和风带、大气环流、世界洋流分布规律、气旋与反气旋等内容时,由于受静态教学手段的限制,直观性不够突出,纵然我讲课时费了不少力气,学生听后却很难在头脑中留下深刻印象。学生在利用洋流规律知识解题时,总是出差错。自从我掌握了动感投影片制作工艺后,我便在上述教学内容中进行教法改革试验。比如讲课时先让学生反复观看洋流分布规律的动感投影,待学生有了较深刻的直观印象后,再进行归纳和小结。课后,学生都说这样我们看得具 In order to improve the quality of classroom teaching, I recently improved the means of teaching audiovisual teaching in geography teaching. I used the teaching of dynamic slide film, and the teaching effect was obviously improved. Dynamic projection film teaching, mainly changed the past rely solely on the “three boards” (blackboard, board, board drawing) plus “a vote” (slide), “flipchart plus pointer” static teaching methods. In the past, whenever I used static teaching methods to explain the dynamic teaching contents, such as the pressure belt and the wind band, the atmospheric circulation, the distribution law of the world current, the cyclone and the anti-cyclone, due to the limitation of the static teaching method, Outstanding, even though I spent a lot of effort lectures, students are hard to hear impressed in the mind. Students always make mistakes when they use the law of ocean currents to solve problems. Since I mastered the dynamic projection film production process, I will teach the reform in the above teaching content experiment. For example, lectures should first allow students to repeatedly watch the dynamic projection of the current distribution, until the students have a deeper visual impression, and then summarize and summarize. After class, students say that we can see it