PowerPoint课件设计制作存在的问题及对策

越来越多的教师使用PowerPoint制作教学课件,但在PPT设计制作中存在很多问题,文章通过分析PowerPoint课件设计制作中存在的问题,根据＂注意＂的基本规律及PPT课件设计元素分析,探讨PowerPoint教学课件设计原则及对策。     

让地球转起来——PPT打造超炫3D多媒体课件

本文可以学到1 PowerPoint 3D课件动画制作2 PowerPoint 3D课件声音添加3 PowerPoint 3D课件旋转设置本文适用于1物理课件的制作2立体几何的制作在教学中我们经常用PowerPoint (以下简称PPT)来制作课件,但PPT只能做简单的课件,比如做做平面几何,但要做立体几何课件,那就很难了。用3D?我想全国也没几位老师会,     

PowerPoint课件设计制作存在的问题及对策

越来越多的教师使用PowerPoint制作教学课件,但在PPT设计制作中存在很多问题,文章通过分析PowerPoint课件设计制作中存在的问题,根据"注意"的基本规律及PPT课件设计元素分析,探讨PowerPoint教学课件设计原则及对策。     

让您的课件在浏览器中运行

让Flash制作的课件在浏览器中运行 Flash制作的课件只要保存为SWF或EXE格式就可以用浏览器打开. 让PowerPoint制作的课件在浏览器中运行 让PowerPoint制作的课件在浏览器中运行很简单,只要将制作好的课件保存为Web页格式(即保存为Htm格式),然后您只要运行这个文件(如Demo.htm),就会看到刚才用PowerPoint制作的课件在浏览器中打开了.     

《几分之一》课件制作综述

●特色与亮点《几分之一》完全使用PowerPoint制作完成,课件中包含了PowerPoint鲜为人用的导航功能以及部分控件功能,突破了PowerPoint作为幻灯片演示的基本功效。其实,PowerPoint很强大,合理开发利用整合PowerPoint的各项功能,同样能够制作出精美的互动性较强的教学课件。可以说此课件的制作思路与想法能够帮助不擅长使用Flash、     

PowerPoint也能做填空题

PowerPoint是我们经常使用的课件制作平台。对于演示型课件的制作来说，PowerPoint上手容易，支持的媒体众多，很容易制作出漂亮实用的课件，所以深受教师们的喜爱。不过，对于交互性的内容来说，很多人认为，PowerPoint是“力不从心”。其实，如果我们能够好好地得用PowerPoint的控件的话，那么制作一些简单交互还是很容易实现的。     

在PowerPoint 2000中使用动画

PowerPoint是一款制作课件的优秀的软件,它集文字和图片于一体,画面优美,很受大家的青睐。虽然课件制作的软件层出不穷,但PowerPoint仍以其易学、易用等特点被广泛使用。但是,在PowerPoint中加入动画,使课件的效果更加逼真,实现了交互式,这是一次新的尝试,对于制作课件提出更高的要求。     

浅谈用PowerPoint制作高质量课件的技巧

当前的多媒体教学仍然主要采用PowerPoint进行,能否制作出好的PPT课件已经成为提高多媒体教学效果的关键。在课件制作的过程中,开发技巧对于提高课件的质量起着重要的作用。文章分别阐述了使用PowerPoint制作课件时文本制作、多媒体选取、排版布局三个方面的技巧,以期有助于共同提高多媒体课件的制作水平。     

例谈利用PowerPoint中的VBA制作交互式物理课件

针对PowerPoint的强大功能,本文结合课件《简谐运动》的制作过程,归纳了利用PowerPoint中的VBA制作交互式物理课件的基本策略、动画实现方法与技巧。     

巧用表格实现演示型课件的快速制作

随着计算机辅助教育的快速发展,演示型多媒体课件的运用已很好地融入传统教学活动。该文将结合笔者多年制作PowerPoint课件的经验,介绍如何使用表格快速制作PowerPoint高品质课件的过程及其相关技巧和注意事项。     

巧用VBA编程实现PPT演示文稿的智能交互

介绍了在PowerPoint中如何使用VBA,通过实例论述了在PowerPoint中可以通过VBA编程实现幻灯片的智能交互,提高了PowerPoint的技术含量和趣味性。     

PowerPoint’s power in the classroom: enhancing students’ self-efficacy and attitudes

The current study examined the effects of non-interactive computer assisted instruction on students’ performance, self-efficacy, motivation, and attitudes. Half the lectures presented to two Introduction to Psychology college classes were taught in a traditional lecture format and half were accompanied by PowerPoint multimedia. Lecture order was counterbalanced across classes. Whereas lecture style did not affect academic performance, students had more positive attitudes about the course and greater self-efficacy with PowerPoint. In the class that started with PowerPoint lectures, student motivation declined after PowerPoint stopped accompanying lectures. However, student motivation did not increase after PowerPoint was added in the other class.     

浅谈计算机基础课中的PowerPoint教学

分析了计算机基础课传统的讲授Word、Excel、PowerPoint的顺序,提出了首先讲授PowerPoint的可行性和优点,最后具体阐述PowerPoint的教学方法和思路。     

浅谈计算机基础课中的PowerPoint教学

分析了计算机基础课传统的讲授Word、Excel、PowerPoint的顺序，提出了首先讲授PowerPoint的可行性和优点，最后具体阐述PowerPoint的教学方法和思路。     

PowerPoint实用操作要领

PowerPoint是一款实用的多媒体办公软件,它具有强大的多媒体集成功能。针对初学者在使用该软件时部分操作不熟悉,达不到期望的表达效果,无法快速地成功开发作品等实际情况,文章对PowerPoint常用的操作要领进行了研究、总结了一些实用的技巧和方法,以期提高广大PowerPoint使用者操作水平,从而在PowerPoint使用过程中游刃有余。     

PowerPoint也编程之“算24”

PowerPoint简单实用,但关于PowerPoint编程方面的介绍少之又少。本文在对“算24”问题进行算法讨论的基础上,给出了在PowerPoint(VBA)编程环境下的实现方法。     

Is there power in PowerPoint? A field test of the efficacy of PowerPoint on memory and recall of religious sermons

The purpose of this study was to determine if the use of PowerPoint as an information communication tool would enhance recall of information presented in a non-classroom field setting. We examined the effect of PowerPoint on the recall of information presented in religious sermons. Three test conditions were examined: (1) PowerPoint slides containing words only, (2) slides containing visual images only, and (3) slides containing both words and visual images, along with a control condition in which information was presented without the use of the PowerPoint slides. In addition, we tested the type of information recall: information about the slides, information about the slide content, and general recall of information from the sermon. While there were limited differences in recall based on the treatment conditions and the type of information being recalled, overall the use of the PowerPoint slides did not appear to have a significant effect on subjects’ ability to recall information. We conclude that greater effort must be made to understand the effects of PowerPoint presentations on human memory and cognition.     

Information retention from PowerPoint and traditional lectures

The benefit of PowerPoint^™ is continuously debated, but both supporters and detractors have insufficient empirical evidence. Its use in university lectures has influenced investigations of PowerPoint’s effects on student performance (e.g., overall quiz/exam scores) in comparison to lectures based on overhead projectors, traditional lectures (e.g., “chalk-and-talk”), and online lectures. Thus far, comparisons of overall exam scores have yielded mixed results. The present study decomposes overall quiz scores into auditory, graphic, and alphanumeric scores to reveal new insights into effects of PowerPoint presentations on student performance. Analyses considered retention of lecture information presented to students without the presence of PowerPoint (i.e., traditional lecture), auditory information in the presence of PowerPoint, and visual (i.e., graphic and alphanumeric) information displayed on PowerPoint slides. Data were collected from 62 students via quiz and questionnaire. Students retained 15% less information delivered verbally by the lecturer during PowerPoint presentations, but they preferred PowerPoint presentations over traditional presentations.     

An assessment of student preferences for PowerPoint presentation structure in undergraduate courses

Studies have demonstrated that students prefer PowerPoint and respond favorably to classes when it is used. Few studies have addressed the physical structure of PowerPoint. In this study, students enrolled in several psychology classes on two campuses completed a 36 item questionnaire regarding their preferences for the use of PowerPoint in the classroom. Students preferred the use of key phrase outlines, pictures and graphs, slides to be built line by line, sounds from popular media or that support the pictures or graphics on the slide, color backgrounds, and to have the lights dimmed. It is recommended that professors pay attention to the physical aspects of PowerPoint slides and handouts to further enhance students’ educational experience.     

In defense of PowerPoint

Some minor computing issues become major when repeatedly made public. The denigration of PowerPoint is such an issue, one that, like influenza, seems to come in seasonal waves. PowerPoint is no more responsible for bad presentations. Computing professionals who blame their machinery for their failures set a bad example for computer users already prone to using the computer as a scapegoat. Professionals, not the software packages they use, are responsible for the presentations they make. Countering silly arguments about PowerPoint requires a full appreciation of presentation technology and of the uses to which it might be put. PowerPoint is just presentation technology's latest iteration and will eventually be replaced by something else.