Let students actively participate in classroom teaching is the basic guarantee for the success of classroom teaching. It can be seen that whether students can actively participate in classroom teaching activities determines the success or failure of teaching and the level of teaching quality. Due to the subject characteristics of information technology and the influence of many factors such as teaching environment, students generally have some bad problems in classroom teaching, which leads them to be unwilling to take the initiative to participate in classroom teaching activities arranged by teachers, thus making the teaching effect unsatisfactory and the teaching quality declining.
First, students in the classroom teaching problems
1, operation level polarization
It seems that this phenomenon exists in many classes, which is manifested as follows: good students quickly complete the tasks assigned by their teachers, then do nothing, and form the habit of laziness over time; Poor students think that teachers' progress is too fast to keep up, and they gradually lose interest in learning, and the more they learn, the worse they get.
2. The phenomenon of playing games has been repeatedly banned.
In class, students often secretly play games while the teacher is not paying attention, leaving the classroom tasks assigned by the teacher behind for a long time and only thinking about themselves. Moreover, this problem, like the flu, will affect students with poor self-control, unwilling to operate on the computer, and willing to risk being criticized by teachers to become addicted.
3. Do everything possible to chat online.
As soon as some students enter the computer room, the first thing they do is to check whether they can surf the Internet. If they are connected to the internet, they are more excited than taking the exam 100. In class, no matter what the content of the teacher's lecture is, he only cares about chatting online and browsing websites such as stars and games, and doesn't want to participate in teaching activities at all.
Of course, there are other problems in information technology classroom teaching, but the above three points may be universal and typical among students. There are many reasons for these problems among students, including teaching content, students themselves, teachers' teaching methods and evaluation methods. In view of these problems in students' information technology classroom, it is the common desire of information technology teachers to make students overcome these problems as much as possible, actively participate in information technology teaching activities and maintain students' interest and enthusiasm in learning information technology for a long time. How to realize this desire in teaching and effectively stimulate students' interest in learning? Through years of teaching practice, I have found some relevant solutions, and now I write down my personal thoughts.
First, use the enthusiasm of students to stimulate their learning motivation.
In the process of learning information technology, primary school students' enthusiasm for learning is dynamic, and they often have a high enthusiasm for learning at the beginning of class, and then gradually differentiate. Analysis of the reasons, the initial enthusiasm for learning, first, from the characteristics of information technology disciplines, computers are closely related to real life and learning; Second, it comes from students' curiosity and mystery about computers; Thirdly, it comes from students' expectation of the new subject, and they all hope that they can be fully displayed and developed in the new subject. However, primary school students are in the accumulation period of all kinds of knowledge, and they still lack clear direction and goals for learning. His enthusiasm for learning is blind to some extent and easy to decline. Over time, the learning content increases, the difficulty increases, the learning enthusiasm decreases, and the students' learning motivation weakens.
According to the above characteristics, in information technology teaching, we should first fully grasp the subject characteristics of information technology, attach importance to the actual operation and application of information technology, and realize that our life needs information technology skills and our future work needs information technology knowledge. Second, we should make full use of students' curiosity, help students develop good study habits and operation habits, satisfy students' curiosity and stimulate their interest and enthusiasm in learning. This process makes students gradually realize that information technology knowledge in textbooks is the foundation, and to further study and develop, they must master these basic theories and skills. Third, we should attach importance to students' expectation of learning success. Classroom teaching is task-driven, intensive lectures and more practice, combined with coaches, giving students enough time to operate on the computer. It is necessary to evaluate students' works in time, so that they can feel successful and meet the needs of self-realization. These measures will consolidate and stimulate students' enthusiasm for learning, make students internalize their learning of information technology into their own needs, and thus stimulate their internal motivation for learning.
Second, situational teaching content to stimulate students' enthusiasm for learning
If we pay a little attention to the treatment of teaching materials and include the knowledge content required by the curriculum objectives and what students need and can master in a certain learning situation, we can enable students to complete the meaning construction and continuous self-development of knowledge through inquiry activities under the guidance of learning situation, and also achieve a flying classroom atmosphere. Therefore, in the teaching process of information technology courses, we should create realistic learning situations related to the current learning topics, guide learners to enter the learning situations with real feelings, and make students' learning more intuitive and vivid. Furthermore, teachers should actively create a suitable learning situation for students to help them explore learning, discover learning and enjoy learning in a specific environment.
We have all had this experience: when watching a movie, if the beginning is wonderful and unique, we can quickly attract the audience and make us have a strong desire to watch it; When listening to a good song, as long as the wonderful prelude rings, it can resonate with the audience. The same is true of classroom teaching. If a teacher designs a fascinating classroom entrance, it can not only attract students' attention, but also stimulate students' curiosity and lay the foundation for the harmonious and natural development of the whole class. For example, when I was teaching the third-grade information technology class "The Magical Little Painter", I introduced it like this: first, let the students enjoy an animation of animals exulting in the movie "The Lion King" and then communicate with them.
Teacher: "Students, the animals in the forest are going to have a party soon, but the forest is too big. We need to put up posters everywhere in advance and invite all the animals to attend." Now I want you to design this poster. The teacher designed a painting king in Jinshan. Please enjoy (for example). What animals did you find? "
answer ...
Teacher: You speak very well. All the animals in the forest are looking forward to the party. Would you like to design a poster for them yourself?
The students all replied: Yes.
Teacher: Today, let's learn to design a poster with Kingsoft King.
In this way, students' interests are all attracted and mobilized at once, and the classroom is full of happy atmosphere.
In fact, whether children or adults, everyone can deeply feel that they will be more involved in learning and doing things they are interested in. Therefore, when the content in the textbook can't arouse students' interest, we should consider choosing a carrier suitable for the textbook to guide students' learning and find ways to make students interested. Usually, we can take corresponding measures according to students' psychological age characteristics and hobbies. Teachers can stimulate learning motivation by guiding students to study purposefully.
Thirdly, use flexible teaching means and methods to stimulate students' learning motivation.
The key to stimulate students' learning motivation is to provide good learning incentives, which refer to things that meet individual needs. For primary school students, the best learning motivation is the teaching level of teachers, and the artistry of teachers' teaching means and methods is the most effective means to stimulate learning motivation. Therefore, in teaching, teachers must thoroughly study the syllabus, teaching materials and students. Bring the syllabus and teaching materials into life, improve teaching skills, make teaching activities lively, interesting and attractive, make their own teaching a positive incentive for students' learning motivation, and play a role in stimulating students' external learning motivation. For example, the "replacement" operation in word processing software can greatly improve the editing efficiency and is suitable for modifying the content regularly. As a new teaching content, you can design a long article first. A word appears dozens of times in the full text, but it is all wrong. Ask the students to change it into another word, and record the operation time. Students can operate first. Under normal circumstances, students will use the editing operations they have mastered before to make modifications. When the students are tired and bored, the teacher will ask the students in time: Is there any more convenient and efficient operation? This question, just asked the students' hearts, the students' spirit suddenly took on a new look, their thinking immediately started, and their learning and experience of the "replacement" operation became more profound. In class, students don't need teachers to tell them "what are you going to do", but should be guided in time. Students find various solutions to problems through their own thinking and mutual communication, experience the joy of success, and their enthusiasm and initiative in participating in classroom activities will be further improved.
In teaching, teachers should constantly strengthen the study of modern educational theory, update educational concepts, improve teaching level, diversify and flexible teaching methods, attract students with their own teaching art, constantly stimulate students' interest and curiosity in information technology disciplines, and avoid the singleness of teaching methods. Make full and reasonable use of various teaching facilities and adopt practical and effective teaching methods and means, so that our own teaching can not only meet the needs of students to acquire new knowledge, but also stimulate students' strong interest in information technology learning, and provide positive incentives for the formation of students' information technology learning, thus stimulating students' learning motivation.
Fourth, use group cooperation to narrow the differences between individuals and stimulate interest in learning.
Information technology course is a highly operational subject, and it is estimated that no subject is so obvious in reflecting students' differences. Due to various subjective and objective reasons, some students can be said to be a little proficient, and many students have weak foundation and difficulties in learning. This has brought some difficulties to our teaching. The teaching content is too shallow, students with good foundation can't cooperate well, and students with poor foundation can't accept it if they go a little deeper. In order to solve this practical contradiction, I mainly adopt the way of group cooperative learning, and the resources between groups are shared. The specific method is to group students of different levels, select students with good foundation as team leaders, and be responsible for checking and guiding team members to study in class at ordinary times. Some students with poor foundation often can't keep up with the teacher's teaching procedures, so the group leader plays the role of a small teacher. When completing some comprehensive tasks, not only students in the same group should help each other, but also each group should take advantage of the convenience of the regional network and share resources. This not only improves the learning efficiency, but also makes children understand the importance of cooperation, narrows the differences between individuals, and also improves students' interest in learning, so the classroom order is naturally better.
5. Clever integration and appropriate teaching methods provide students with opportunities for success and stimulate their learning motivation.
The introduction of new courses should be vivid, clear and smooth. At the beginning of each class, the teacher's opening remarks-"guidance" is very important, which not only arouses students' interest in learning, but also stimulates their higher enthusiasm for learning. As an information technology teacher, we should make full use of students' psychological factors and design guidance or teaching materials that can "often" arouse students' curiosity and interest in new courses according to different teaching contents, so as to shorten the distance between students and textbooks and guide students to enjoy learning. Guidance can take many forms, such as learning fingering, a teaching content. If the teacher can't teach fingering well, students will definitely get bored when studying, which will directly affect their interest in learning. Therefore, it is particularly important to integrate into the classroom when teaching fingering. I use the method of game introduction in teaching. First of all, I asked: Students, do you like playing games? Not only you but also the teacher likes it very much. Then I told the students that we were going to play a game today. At this time, the students' attention was immediately focused. I announced the rules of the game to my classmates, and then opened the game software "Police Catch Thieves" in typing game. The teacher is a policeman and a student is invited to be a thief. Then a typing contest was held. Because the police typed quickly, the thief was soon caught. Finally, many students came. But they all failed one by one ... so I let the students know that the teacher is so powerful because he has fast and accurate fingering operation and encourages students to practice well. We will come to the competition again in the future. In the classroom, teachers attach importance to lead-in teaching methods, so that boring teaching content can be turned into learning content that students are interested in, and students can learn actively and happily. In this way, it not only leads to the learning content of this lesson, but also makes students clear their learning tasks and greatly mobilizes their learning enthusiasm, thus greatly improving their learning efficiency.
Through the practical attempts in the above aspects, certain results have indeed been achieved. The common problems among students have been greatly improved. Students are more active, can maintain this initiative for a long time, improve classroom efficiency, enable students to truly internalize information technology knowledge into their own needs, always have great interest and enthusiasm for information technology, and effectively stimulate students' learning motivation, so as to better achieve teaching objectives and complete learning tasks.
The problem of residence time.
The capacity of college students is too late to digest.
It is inevitable to grab the attention of the host, such as mathematics, and too many dynamic modifications will distract attention.
There are advantages and disadvantages in everything, so don't be too sorry, and don't expect too much. Use it as needed. When you find its shortcomings, you will naturally avoid it.
What are the problems in the application of android information technology in physical education? Information technology glows the brilliance of physical education classroom-on the integration of information technology and physical education classroom.
Abstract: The traditional physical education teaching mode is simple and boring, which slowly makes students lose interest in physical education class. It can no longer meet the overall requirements of physical education teaching. The teaching methods of modern information technology are vivid, novel and diverse, which overcomes the traditional physical education teaching mode of teachers' demonstration and explanation and is conducive to giving full play to students' main role. Compared with the traditional "teacher-centered" form, it can create a student-centered and teacher-led interactive learning environment, which can get twice the result with half the effort in improving the efficiency and effectiveness of classroom teaching. The application of modern information technology not only satisfies teenagers' thirst for knowledge and conforms to their innovative psychological characteristics, but also creates situations, strengthens students' emotional experience, and stimulates and maintains students' attention and interest. The teaching effect is better than the traditional teaching method, thus stimulating students' learning enthusiasm and mobilizing their learning enthusiasm.
What are the problems in teachers' information technology teaching? 1, neglected by schools and students.
The school pays little attention to the teaching of information courses, only pays attention to the main courses such as mathematics, physics and chemistry, puts the enrollment rate of the school in the first place, and pays little attention to the information technology education of students. Information technology is a new course, which is not valued by parents and teachers like traditional Chinese and mathematics. In junior high school teaching, it often happens that information technology courses are occupied by other courses, and the teaching of basic courses cannot be guaranteed. Moreover, the information technology management system is incomplete, the management scale is slack, and the school also lacks teachers with high technical level.
For students, most of them don't pay enough attention to information technology courses, let alone have a clear understanding. For students studying mathematics, computers are often an entertainment tool. For example, in Internet cafes, most students chat, watch TV and play games. It is rarely used for study, for example, it is rare to see students go to Internet cafes to look up information and exchange learning methods. Internet cafes are so, and home computers are no exception. Many personal computers are used for entertainment, but their learning and working functions are often neglected. Influenced by such social environment and family environment, most middle school students regard computers as entertainment tools, and information technology courses have become courses to satisfy students' desire to play. Students just want to avoid the teacher's eyes and seize the time to play, but they don't fundamentally realize what the real purpose of learning information technology is. Because students don't have correct knowledge and understanding of this course, they don't pay enough attention to this course.
2. Lack of teachers and backward ideas.
Due to the problem of staffing or educational funds, or because there are few information courses and there is no pressure to enter higher schools, the school pays little attention to information courses and lacks attention. The indifference of the school makes information teachers lack professional training opportunities, and some even have no knowledge of computer application software. Perhaps such a teacher can hardly improve students' information literacy only by using basic computer operation knowledge. In the process of implementing the new curriculum, some teachers can't accept the new educational concept, and there is still a certain gap from truly understanding the connotation of quality education. These teachers' teaching concepts are still very traditional, and only paying attention to students' test scores and knowledge transfer can not promote the cultivation of students' innovative ability and practical ability. Most teachers lack teaching research on information technology courses, fail to find innovative teaching methods, and still follow the way teachers teach students' notes. This can't give full play to students' subjective initiative, which makes students lack practical experience and poor hands-on ability. There is still a big gap between the reality of information technology teaching and the standard of quality education.
3. Students' basic differences
Students' knowledge acceptance also varies from person to person. After the teacher gives a unified demonstration of the teaching content in class, he gives students homework tasks, and some students can operate quickly and creatively. However, some students may not listen carefully in class, or they are not familiar with the operation ability, so it is difficult to finish their homework. The reason for this difference may be that some students have been exposed to some knowledge of computer operation before, or have computers at home, so they have more opportunities to try; However, some students may be in contact for the first time, and they are still unfamiliar with the needs, and their acceptance ability is obviously a bit slow. The difference of students' basic level and cognitive ability brings difficulties to teachers in teaching, which leads to more difficulties for teachers in teaching tasks.
4. Lack of practice
As a practical course, information technology course inevitably needs to provide students with a lot of practical opportunities. Practice is the most fundamental way to test knowledge. The success of information technology teaching is inseparable from practice. Only in diversified hands-on activities can students' practical ability and innovative ability be cultivated. In the course of information technology, teachers must carry out a variety of learning activities, so that students can enhance their interest in learning through personal operation. However, in junior high school information technology teaching, teachers' design of specific activities is too simple to carry out activities according to students' knowledge fields, which may even lead students to go astray in learning and indulge in games.
What are the main problems in the application of information technology in teaching? Some leaders and teachers believe that if the new curriculum reform does not use multimedia network or only uses a computer for a few minutes, it is definitely not a good class, and even a situation of "no multimedia, no good class" will be formed. And its so-called multimedia courseware is just simple words and pictures, which can be realized by slides. In fact, multimedia network is also a part of information technology, an auxiliary means, not an end. Promoting the application of information technology is not for informationization, but for achieving better teaching and learning effects through informationization. The quality of technology application mainly depends on whether it is used properly, not quantity.
What are the strategies for the application of information technology in primary school mathematics teaching? Mathematics curriculum standard emphasizes: "Give full play to the advantages of information technology, and provide rich and colorful educational environment and powerful learning tools for students' learning and development;": Provide all students with opportunities to explore complex problems and understand mathematical ideas from multiple angles, and enrich their exploration horizons; Provide individual learning opportunities for some students in need; Help students with special needs ... "This shows that modern technology plays an important role in optimizing primary school mathematics classroom. How to optimize mathematics classroom teaching in primary schools by using information technology? According to my own teaching practice, the author talks about "One Two".
First, timely use of multimedia technology to stimulate interest and make mathematics teaching interesting.
Real life materials can not only make students realize that the knowledge they have learned is closely related to the problems they are exposed to, but also greatly stimulate students' interest in learning mathematics and make them realize that there are rich mathematical problems hidden in real life. For example, reviewing the addition and subtraction within 100, the experience of an autumn outing runs through the whole class. First, the teacher showed a clear and colorful picture of autumn scenery by computer, and said with deep affection: It's autumn now. Look, how beautiful autumn is! Flaming maple leaves, beautiful butterflies, green pine trees ... When you come to nature in autumn, you will find many beautiful scenery. Today, we have a special autumn outing here. The combination of such a beautiful picture and the natural beauty in students' life experience aroused students' aesthetic sense, and a happy smile spread on their faces, and they entered the realm of knowledge with great interest. Then put forward different mathematical problems in different pictures: (1) There are 13 yellow butterflies in the picture, and four flowers fly in. How many butterflies are there? (2) Xiaoming ran to catch butterflies and scared away nine butterflies. How many butterflies are left? (3) When taking the bus, 42 students in our class got on the bus and there were 8 seats left. How many seats are there on this bus? (4) There used to be 18 ducks on the shore, and then four ducks went swimming. How many ducks are there on the shore now? ..... let students immerse themselves in the scene, find rich mathematical problems hidden in real life in different situations, and unconsciously use mathematical knowledge to solve these problems.
Second, the appropriate use of multimedia technology, expand the course content, expand students' knowledge.
Using multimedia means, appropriately expanding the course content, activating various elements in classroom teaching and establishing a reasonable classroom teaching structure can optimize students' acquisition of knowledge and information in the teaching process, improve teaching efficiency and promote students' all-round, harmonious, happy and efficient development. For example, when teaching "Understanding RMB" in the first grade, after completing the teaching goal, we designed such a link of "Understanding RMB History" to let students cross the boundaries of time and space and know that China has a long history of currency, and seashells were used as currency in Xia and Shang Dynasties; Metal coins began with bronze shells in the late Shang dynasty, which has been more than 3000 years since. During the Spring and Autumn Period and the Warring States Period, monetary culture developed greatly. After metal coins were cast, cloth coins, knife coins, copper coins, gold plates and round coins with holes appeared. , forming a diversified monetary culture with different personalities and forms. And the fifth set of RMB, through the reproduction of pictures and words, truly interpret the development history of RMB, so that children in lower grades can have a preliminary understanding of the history of RMB.
Third, skillfully use multimedia technology to promote the integration of disciplines and infiltrate the beauty of mathematics.
The teaching of axisymmetric graphics coincides with the release of Fuwa, the mascot of Beijing Olympic Games. I seized this opportunity and used this hot news to play the "Fuwa" propaganda film through video. The picture is finally fixed on five "Fuwa". The students suddenly shouted the names "Beibei, Jingjing, Huanhuan, Yingying and Nina", and the teacher's lens guided the dialogue and created a warm and harmonious atmosphere. Then I let the students appreciate and judge the national flags of all countries in the world, which not only broadened their knowledge, but also stimulated their strong thirst for knowledge through the suspense of design. In the exercise design, I consciously carry out open training, so that students can learn new knowledge and understand the characteristics of axisymmetric graphics in the operation exploration. After students master the characteristics of axisymmetric graphics, in order to broaden their knowledge, they also want to reflect the life of mathematics, so that students can truly feel that mathematics comes from life and is used in life. Mathematics knowledge is hidden everywhere in life. As long as we are good at observing and thinking positively, we will find that mathematics is around us. I also carefully designed a set of pictures for students to enjoy. By appreciating China's architecture and China's folk art works, such as paper-cutting and Peking Opera masks, students can fully feel the beauty of symmetry and feel the pride of being a China person. In this math class, students not only mastered the knowledge, but also received a beautiful education.
Fourth, flexible use of multimedia technology, feel the process, so that mathematics teaching can be experienced.
(A) from "single" to "rich"
When teaching axisymmetric graphics, the textbook only provides three illustrations of maple leaves, dragonflies and scales. The materials are monotonous and boring, and it is difficult to connect with the students' existing experience. Pupils are interested in familiar things around them, so I created teaching materials and made the works made by senior students into multimedia courseware. Before the courseware was presented, I asked, "Look carefully, what did you find?" Then combine music and narration to present the picture. In the beautiful music, the commentator introduced: "Free fish, birds flying with wings, dancing butterflies!" " Beautiful music, beautiful introduction and beautiful pictures bring students into the realm of beauty of sound, light and color. They were absorbed in it, absorbed in it, and completely integrated into the situation. While enjoying and thinking, students feel that they are not learning mathematics, but enjoying the beauty in mathematics, and their thinking is easily activated, from the original "I want to learn" to "I want to learn".
(B) Change "boring" into "vivid"
Textbook is just a word, how to make the word alive? In addition to teachers' careful design of teaching materials, the proper use of multimedia information technology can also play the role of finishing touch.
The lesson "Division and Combination of 10" in Senior One is mainly to make students master the division and combination of 10, and pave the way for addition and subtraction within 10. How to make students practice the division and combination of 10 with great interest? Courseware solves this problem. I designed the score of 10 as the following train shape: first, two children left the train happily, the train whined, steam was steaming above the locomotive, and the students' emotions were immediately mobilized: "The train in the book is alive!" I took the opportunity to ask, "Children send food to children in poor areas. Each carriage contains 65,438+00 tons and the second carriage contains 7 tons. How many tons should be loaded? " What about the other cars? "The students have long been impatient and have raised their hands to speak. After the students answer, just click the answer with the mouse. If the answer is correct, the applause in the computer will ring immediately, and the students will be affirmed by the computer, and their enthusiasm for learning will be higher, and then they will devote themselves to the next link of learning with full spirit. The charm of multimedia technology from "boring" to "vivid" makes students enjoy it and greatly stimulates their learning potential.
(C)' static' positioning' dynamic'
In the teaching of "Elementary Understanding of Addition" in Senior One, two animations are used to show it: students come to the campus to water flowers; there are three children watering flowers and two children running in the picture; There is a bird in the tree and two birds fly in. Let the students know the addition of two numbers and understand the meaning of addition. By subtraction, the animation shows that the children watered the flowers and left, and a bird flew away. It can also be displayed by an image that gradually removes the subtraction part and then disappears, which well explains how to remove a part from a number, find out how much is left, and calculate by subtraction.
The novel and advanced multimedia technology provides a broad sky for the new growing point of primary school mathematics teaching. I firmly believe that as long as we work together, develop together and study together, the future of mathematics teaching will be more brilliant!
How to apply network information technology to teaching? Network-assisted teaching has changed the traditional teaching methods. In traditional teaching, teachers dominate the whole teaching process and students are in a passive position. Therefore, in the current educational reform, more emphasis is placed on giving full play to students' initiative and fully embodying students' main role.
What problems can be solved by the application of information technology in teaching? (1) Diagnostic evaluation before class.
(2) Performance evaluation is adopted in the teaching process, students' self-evaluation and mutual evaluation are carried out, and participatory evaluation is advocated.
(3) summative evaluation of teachers or students after class (such as work display, research project achievement evaluation)
(4) Long-term evaluation (such as the way of developing electronic portfolio with the help of information technology for a long time).