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【推荐下载】成功有不同的途径素材-word范文模板 (14页)

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成功有不同的途径素材

篇一：多媒体素材采集与处理

第一讲多媒体素材的基础知识

教学目标：

1．认识多媒体教学中常用媒体素材。

2．掌握常见教学媒体素材的获取途径与一般处理流程。 3．掌握多媒体教学素材的处理原则。

4．认识不同媒体类型与使用的相应媒体播放器。 5．掌握多媒体教学素材的采集方法。

重点：

掌握常见教学媒体素材的获取途径与一般处理流程。难点：

动画、流媒体素材的采集方法。

一个成功的多媒体课件，除了要有优秀的课件脚本和结构设计之外，还必须有充足合适的素材。从某种意义上来讲，优秀的课件脚本比较容易写出来，但充足合适的素材却难以寻觅，因此，素材的获取与处理素材是课件制作中最重要的一环。正是由于丰富的素材，才使得多媒体课件在辅助教学时能起到意想不到的效果，大大调动学生学习的积极性，让学生在身心上有了更形象生动地体验，更好地开展情境教学、体验教学。因此，在信息化教学过程中创作、整理和采集多媒体素材非常重要。

利用多媒体计算机进行图形、图像、声音及视频动画等数字信息的创作和处理不仅是一门技术，也是一门艺术，它综合多学科知识与专业素养，不仅需要多媒体处理技能，也要求制作者具有美术、音乐等方面的素养，对于广大学科专业教师来说经过专门的学习和训练，可以提高这方面的专业素养与技能，以适应信息化教学的需要。

一、轻轻松松认识多媒体教学素材 1．了解几个基本概念

媒体：媒体是指传递信息的中介物，媒体（Media）主要有两重含义：一个指存储和传递信息的实体，如书本、画册、报纸、幻灯片、投影片、录音带、电影片、录象片、计算机软件以及相关的播放设备等；另一个是指表现信息的载体，如文字、符号、语言、声音、图形、图像、动画及视频影像等。多媒体计算机

技术（Multimedia Computing）中的媒体指的是后者。

多媒体技术：多媒体计算机技术是指用计算机综合处理多种媒体信息的技术。

这里的多种媒体包括文字、符号、语言、声音、图形、图像、动画及视频影像等，综合处理信息的技术包括利用计算机技术获取、处理、存储、表示多种媒

体信息的技术，使多种信息建立逻辑连接，集成为一个完整的系统。

多媒体素材：数字化多媒体教学软件中用到的大量的文字、声音、图形图像、

动画、视频等多种数据，这些数据被称为多媒体素材。 2．轻松认识多媒体素材的类型

（1）文本

文本主要指在计算机屏幕上呈现的文字内容，一般用于传递教学信息内容。文

本的抽象层次比较高，需要学习者有较强的阅读理解能力。当然，计算机屏幕

上呈现的文本不同于印刷文本，学习者阅读时必须适应计算机的环境条件，否

则其阅读效果可能不如印刷文本。

在多媒体教学软件中，学习者可以自主控制文本的呈现时间，因此阅读时的灵

活性比较大。超文本链接技术更加方便学习者的阅读，从而显示出在计算机环

境下阅读文本的优越性。

文本的呈现受文字的大小、颜色、字体、样式、位置等因素的影响。

（2）图形与图像

图形（Graphics）：图形又称矢量图，在多媒体教学软件的各种媒体中，图形

比较特殊。因为它是一种抽象化的图形，一般是用计算机绘制的画面，如直线、圆、圆弧、矩形、任意曲线和图表等。其承载的信息量比较少。由于它具有数

据量小，不易失真等特点，因此在多媒体软件中应用得比较多。矢量图一般通

过图形软件的矢量功

能创建，常见的矢量图片处理软件有CoreDraw、Flash、Freehand等。

图像（Image或Picture）：静态图像又称位图，在多媒体教学软件中应用最多，从界面、背景到各种插图，基本上都选择位图。位图的色彩比较丰富，层次感强，可以真实地重现生活环境(如照片)，因此其承载的信息量比较大。加工处理位图的常用软件有PhotoImpact、Photoshop、Painter、Firework等。

静态图像非常逼真、生动、形象，可以提供较高质量的感知材料。其显示的内容，时间长短都可由学习者控制，非常适合学生学习使用。

（3）声音

声音包括音乐和音效，音乐的创作需要特殊的技能和设备，音效是指各种自然

的声音。在多媒体教学中，声音素材一般分为三类：背景音乐（MIDI ）、效

果音（WAV）、录音素材（WAV）。

标准的解说、动听的音乐有利于集中学生学习的注意力、陶冶学生的情操、激

发学生学习的潜力。（4）动画

动画是对事物运动、变化过程的模拟。一般来讲，动画的制作需要借助专门的

工具软件，有二维的，也有三维的。在这类工具软件中，制作者需要借助对事

物变化运动、变化过程分析的结果，构建事物运动的环境与类型。这种制作动

画的过程，忽略了事物运动、变化过程中的次要因素，突出强化了其本质要素。因此，动画有利于描述事物运动、变化过程。此外，经过创造设计的动画更加

生动、有趣，有利于激发学习者学习的兴趣和积极性。（5）视频

同动画媒体相比，视频是对现实世界的真实记录。借助计算机对多媒体的控制

能力，可以实现视频的播放、暂停、快速播放、反序播放、单帧播放等功能。

视频具有表现事物细节的能力，适宜呈现一些对学习者感觉比较陌生的事物。

它的信息量比较大，具有更强的感染力。通常情况下，视频采用声像复合格式，即在呈现事物图像的时候，同时伴有解说效果或背景音乐。当然，视频在呈现

丰富色彩的画面的同时，也可能传递大量的无关信息，如果不加鉴别，便会成

为学生学习的干扰因素。常见的格式为AVI。

3．多媒体教学素材的采集与处理流程

在多媒体教学中，首先要根据教学需要进行整体规划，然后收集素材，不同类

型的素材采用不同的收集方法，然后分别进行加工处理，将原始素材加工处理

为教学所需要的素材，最后将素材装配集成。

多媒体教学素材的采集与处理流程图

4．多媒体教学素材的应用原则和选择规律

在多媒体教学过程中，根据教学目标和教学对象的特点，通过教学设计，合理

选择和运用现代教学媒体，并与传统教学手段有机组合，共同参与教学全过程，以多种媒体信息作用学生，形成合理的教学过程结构，使学生在最佳的学习条

件下进行学习。

多媒体技术在教学中的应用，不仅是教学手段现代化的一种体现，而且可以成

为教学整体改革的突破口。大量的事实表明，通过开展多媒体教学应用，可以

促进教学观念与形式的变革，促进教学结构与教学方法的变革，促进教学思想

与教学理论的变革以及教学体制和教学管理的变革。

在教学过程中应用多媒体技术，需要了解多媒体技术的教学特点，建设多媒体技术的应用环境，更要重视多媒体教学设计，努力探索多媒体教学模式。

上述五种类型的多媒体素材，可以分为两类。一类是非时基媒体，即它们的呈现不受时间的限制，根据教学需要可以任意长时间呈现，如文本、图形和静态图像。另一类是时基媒体，如动画、音频和视频，它们在多媒体教学软件中呈现时，其内容是随时间的变化而变化的。如不能满足这类媒体的时基特性，将会出现断断续续的现象，其传递的教学信息内容的质量会受到较大影响。非时基媒体适合传递静态的教学信息内容，时基媒体则适合传递过程性教学信息内容。

选择与使用各种媒体类型，应注意如下一些基本规律。

(1)图象显示常常引起心理上的言语和表象。词汇显示能引起心理表象(类似图象)以及心理语言，数字的显示也能引起言语的或图象的处理过程。这样的双重处理过程并不一定必须出现，但当它们出现时是有益于学习的。

(2)视觉对空间上的变化特别敏感，而听觉则对时间上的变化特别敏感。言语可以通过任一种形态感知。既可从阅读印刷文字感知，又可从听取口头讲话来感知，图象一般只能通过视觉接受，这些感觉上的不同影响着教学。

(3) 图形一般需要配有一定的言语内容或采用有选择性的简化形式，如用线条画出。图象一般用来重复显示用文字陈述的信息。图象和言语具有互补作用。言语能够限定和解释画面，画面也有助于定义、说明词的含义，并使言语便于识记。

(4)一般来说，学习者有片刻时间接收一个口头语言，但却能在相当长的一段时间内接受印刷文字。和口头讲述相比，文字材料和图象更适合于需要较长注意时间的复杂任务的呈现。在需要听觉符号的地方，则需要具备良好的声音质量和收听条件。

(5)学习者一般都喜爱颜色。当显示关键性信息时，颜色就成为一个重要特性。例如当用颜色来突出学科内容时，当有选择地用颜色来引导注意时，当用颜色来区别物品或概念时，颜色就成了至关重要的因素。

二、多媒体素材采集方法面面谈

下面分别将文本素材、图形与图像素材、声音素材、视频素材、动画素材的采集方法进行简单介绍。

1文本

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