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We know,that the teaching of multimedia applications in a vivid teaching at the scene, originally made in a single classroom-style teaching model remainding major changes have occurred. Multimedia applications, will not only allow teachers to express their wish to describe the knowledge to a wide variety of content in the form of students before, on the other hand, students can also in the original traditional teaching mode could not gain a profound understanding of the knowledge points in the multimedia Be answered in the application. Just imagine, we can learn a certain things, if they are "listening" and "see" two sensory awareness to it, is it than just simply by "listening" to know and have a more profound impression » We do this survey is to clearly understand that in the teaching of multimedia applications, and multimedia applications to improve the quality of teaching and improving student learning enthusiasm and efficiency issues. For the majority of teachers teaching in the future in which the application and the application of reference, which really enhance the students learning efficiency and enthusiasm of the goal.

After we carefully study and analyze that the good effects of the use of multimedia as a whole accounted for 38.5 percent, accounting for 45.0 percent better, that the general accounting for 11.8 percent, to the poor or bad impression of the overall ratio of only 4.7% . In addition, the vast majority of multimedia for teaching students to get the effect of a basically satisfied with the attitude. Here on the Arts and compared the two subjects: that a good liberal arts, 7.2 percent, better accounting for 64.9 percent, 24.3 percent of the poor, that poor accounting for 3.7 percent, while science students that a good accounting for 6.2% , Accounting for 63.3 percent better, that is not good for 25.6 percent and that 4.8 percent of the poor. Comparative data from the above two groups could be that the application of multimedia arts learning than the satisfaction of higher learning science, and science learning multimedia applications is the dissatisfaction of higher learning than the arts. So we speculate, multimedia arts teacher in the application of more fresh information resources, but also makes it easy for students to accept, and science learning multimedia applications is not the one hand, a lot of material resources, followed by the science knowledge of boring And not because of the multimedia applications and change the number of (at least not the flexibility lively arts), so its application to the Health Science study results did not come naturally Health and the arts.

Results from the survey questionnaire can be seen, multimedia teaching can improve the efficiency of student learning and enthusiasm, most students applied to the multi-media teaching a satisfactory manner. At the same time, survey results also reflect the teaching in some of the problems in the future for the majority of teachers in the teaching and application where the application of a reference to achieve a better job in raising the efficiency of the students learning and the purpose of the initiative.

Multimedia teaching has been more than 20 years of history, and have penetrated into various disciplines, also received the majority of teachers, students recognition. Teaching is a multimedia computer-based hardware and software environment, it will make full use of multimedia technology to the classroom teaching of modern teaching mode. To study the application of multimedia in teaching in effect, in order to study the teaching of multimedia applications can improve student learning initiative and to improve their learning efficiency. We hope that this survey can see the importance of teaching multimedia applications.

The study used survey methods, anonymous survey of students, people from the questionnaire on unified payment and recovery of the questionnaire, issued a total of 125, 119 recovered, 110 valid questionnaires, the questionnaire efficiency of 88%. First of all, we students of different professional form of a questionnaire survey, which is with the Chinese students in arts and foreign language students, as well as science and economic aspects of nursing students, and so on. And then recovered the questionnaires, they were carefully statistics, the exclusion of invalid questionnaire nine, the remaining 110 valid questionnaires, to enter the next phase of this comparative analysis and research.

不好意思,忘记把文章贴出来了,问题补充又不能贴那么多字,就只能这么贴了 呵呵

文章如下:
我们知道，多媒体在教学中的应用生动了教学现场，使得原本在课堂上单一的耳提面命式的教学模式发生了重大变化。多媒体的应用，不仅能让老师把他们所想描述表达的知识内容以多种多样的形式呈现在学生面前，另一方面，学生们也能在原本传统教学模式下无法深刻理解的知识点在多媒体的应用中得到解答。试想，我们学习某样东西，如果是以“听”和“看”两种感官去认知它，这是否要比只单纯通过“听”来得知而有更深刻的印象？我们做这份问卷调查，就是想清楚的知道多媒体在教学中的应用情况，以及多媒体应用对提高教学质量和提高学生学习积极性及效率的问题。以便为广大老师在今后的教学中如何应用与在哪方面应用提供参考，从而真正达到提高同学们的学习效率与积极性的目标。

经过我们仔细的研究分析，认为多媒体整体使用效果好的占38.5%，较好的占45.0%，认为一般的占11.8%，而给了不好或太差印象的只占了总比率的4.7%。另外，绝大部分学生对多媒体应用于教学所得到的效果是持基本满意态度的。这里就分文理两科做比较：文科认为好的占7.2%，较好的占64.9%，不太好的占24.3%，认为差的占3.7%；而理科生方面，认为好的占6.2%,较好的占63.3%，认为不太好的为25.6%和认为差的占4.8%。从以上两组对比数据中可得知，文科学习应用多媒体的满意度比理科学习的要高，而理科学习应用多媒体的不满度则是比文科学习要高。从而我们推测，文科老师在多媒体的应用中有更多鲜活的资料资源，也更容易被学生所接受；而理科学习的多媒体应用则是一方面没有大量的材料资源，其次是理科知识材料的枯燥性并不能因为多媒体的应用而改变多少（至少不如文科方面的灵活生动），因此它的应用对于理科生的学习效果自然来得没文科生大。

从调查问卷结果可以看出，多媒体教学能提高学生学习效率和积极性，大多数学生对多媒体应用于教学持满意态度。同时，调查结果也反映出教学中存在的一些问题，为广大老师在今后的教学中如何应用与在哪方面应用提供了参考，从而达到更好地提高同学们的学习效率与积极性的目的。

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