Introduction. The article discusses the issues of impro-ving the effectiveness of multimedia lectures. The material is presented on the basis of their own experience of conducting such lectures since 2007. Attention is focused on the need for balanced loading of the auditory and visual channels of information perception and active interaction with students.

Materials and methods. The main research methods are the analysis of scientific literature devoted to the cognitive aspects of multimedia learning, as well as monitoring the progress and results of the educational process in the courses “Computer Modeling”, “Systems Modeling” and “Information technology in education”.

Results. The effectiveness of the concept of the cognitive theory of multimedia learning by R. Meyer has been tested. Additional features of multimedia lectures have been established that increase their effectiveness. A certain commonality of R. Meyer's cognitive theory and V.F. Shatalov's methodology has been established.

Discussion. For the practical application of the described approach of conducting multimedia lectures, it is recommended to implement these approaches, increase the concentration of students' attention and their motivation, and also include students in the discussion when studying lecture issues.

Conclusion. The presented provisions and recommendations really increase the effectiveness of multimedia lectures. Additional methodological recommendations, as well as the whole theory of multimedia learning, have been tested during lectures on the courses “Computer modeling” and “Information Technologies in Education”, “Systems Modeling” for 15 years. Such multimedia lectures are an example of conducting multimedia classes for future teachers. The main provisions of this work were included in the lecture course “Information technologies in education”.

A methodological approach to the construction of multimedia lectures according to the theory of R. Meyer has been tested;

The effectiveness of this approach has been proven;

Specific practical recommendations for conducting multimedia lectures have been developed, based on their own experience of conducting such lectures;

The material of the article can serve as a basis for the formation of a culture of visual representation of information among students — future teachers when conducting multimedia classes in future professional activities.

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