利用Flash制作教学课件的技巧探讨

Flash技术的发展不光带动了互联网产业,还迅速影响到教育方法的改革和教育技术的更新.本文从Flash入手,对比当今最常见的课件制作工具PowerPoint、Authorwale、Flash,重点阐述了Flash制作课件的特点,以及Flash与其他课件工具配合使用的技巧.     

关于使用PowerPoint制作课件的几点思考

使用PowerPoint制作课件是目前在多媒体教学中普遍应用的方法之一，虽然PowerPoint易学好懂，但是要深入．特别是要制作一个有思想有新意的课件并不是很容易，本文从立意、素材收集、软件应用、演示及运用上对此问题作一定程度的探讨，并对制作中的方法和使用多媒体教学存在的一些问题谈了一点自己的观点。     

从知识产权侵害案件看Microsoft PowerPoint演示文稿鉴定实践

Microsoft PowerPoint演示文稿是电子数据鉴定实践中比较常见的文件类型.从一起真实的知识产权侵害案件为背景,基于Microsoft复合文档结构和Microsoft PowerPoint记录格式的分析,说明追溯演示文稿残余编辑信息的步骤与方法.     

用PowerPoint2000制作课件的技巧

应用PowerPoint软件制作课件的技巧。     

“David Byrne really does love PowerPoint”: art as research on semiotics and semiotic technology

This article presents a reading of David Byrne's Envisioning Emotional Epistemological Information, an art work created with MicroSoft's presentation software PowerPoint, as an instance of creative research on semiotics and semiotic technology. It reveals commonalities and differences between Byrne's ideas about PowerPoint and related ideas from linguistics and semiotics, and is intended as a contribution to research on PowerPoint, and on semiotic technologies generally, as well as to efforts aimed at developing criteria for evaluating art as research on semiotics.     

PowerPoint制作课件实用技巧

针对实际运用中的问题,我们可以从几个方面解决演示文稿制作与放映的过程中经常出现的一些问题与解决方法。     

Teaching Experience: How to Make and Use PowerPoint-Based Interactive Simulations for Undergraduate IR Teaching

This article is about designing and implementing PowerPoint-based interactive simulations for use in International Relations (IR) introductory undergraduate classes based on core pedagogical literature, models of human skill acquisition, and previous research on simulations in IR teaching. We argue that simulations can be usefully employed at the early transition from “novice” to “advanced beginner” in a learning process, where the student begins to leave behind rational rules in favor of an own situational experience. However, currently available IR simulations for teaching purposes are often high-cost/high-tech and especially time-intensive: if they do not require custom-made software packages with difficult interfaces and expensive licensing fees, they are often targeted at course-long or at least day-long activities that demand extensive preparation of both teachers and students, with book-length manuals, intricate rules, integrated assessment tools, and specific secondary literature, and conventionally target more experienced students. This article explains how teachers can create an easily accessible and class-long (50 minutes) interactive experience for undergraduate IR students to encourage theoretical linkage with own in-class experience at a very low cost. We do this by employing PowerPoint, specifically in-built features such as hyperlinks, interactive pathways, or audio or video integration that can be used interactively rather than passively (as in a standard presentation).