Reflections on information technology teaching. Make use of the teaching design of multimedia demonstration to give full play to the leading role of teachers.
One of the basic principles of information technology teaching is intuition. It is difficult for students to form an accurate concept of the basic knowledge and operational skills of information technology only by teachers' dictation. Therefore, in the teaching of information technology, teachers should carefully choose to use multimedia materials and put the class place in the mobile classroom of the computer room, which can not only enrich students' perceptual knowledge, but also arouse students' interest, and draw correct conclusions on this basis, so as to achieve the best teaching effect. Create a democratic and relaxed teaching atmosphere. Stimulate students' interest in learning and arouse their enthusiasm for learning.
Second, use the teaching methods of discovery and inquiry to improve teaching efficiency.
In the teaching of information technology, students are encouraged to acquire knowledge with their own brains, and their initiative in learning is emphasized. Students should not be regarded as passive recipients of learning. The teaching process is as follows: introduction of operation essentials → operation attempt → inspiration and guidance → operation learning → feedback and guidance → consolidation of exercises → induction and summary. This teaching method not only enables students to master knowledge and skills, but also develops students' intelligence. For example, when learning "orderly files", students can make it easier to move the files in textbooks through independent inquiry learning. Students can find pleasure in learning through independent inquiry.
Thirdly, construct the teaching design of "subject-interaction-inquiry" to stimulate students' creative interest.
In the process of information technology teaching, teachers assign tasks first, and students can participate in teaching independently by completing tasks, which can cultivate students' necessary social quality; It is beneficial to establish good teaching interpersonal relationship and make students truly become the masters of teaching; It can make the classroom full of vitality, improve the quality of teaching and better develop students' intelligence. For example, assign tasks: create your own files through your own methods and store them in files. After most students have basically completed their tasks, find out the most representative works from the files established by students. Students introduce demonstrations by themselves, and then let students discuss with each other and express their views and opinions, so as to realize the purpose of mutual exchange and learning. In this process, teachers aim to achieve the predetermined teaching objectives and guide the discussion direction appropriately. Let students learn to learn to learn, take the initiative to learn, learn to learn to innovate in participation, and achieve the goal of self-construction of knowledge and students' active development through teacher-student interaction and situational inquiry learning.
Reflection on information technology teaching 2 With the development of technology and the intensification of competition in the world, especially in China's software industry, a large number of talents are urgently needed, so programming is an essential module for information technology learning, and the new curriculum standards put forward certain requirements for students' programming ability. Although only one section in the fourth chapter of compulsory information technology in senior high school is used to learn "writing computer programs to solve problems", from the teaching feedback of brother schools, the questions of degree level test and the requirements of competitions at all levels, program design plays an important role. The content of programming has been added to the information technology teaching material of Grade One in senior high school, which has exposed our middle school students to programming, which will certainly play a certain role in the future development of China's software industry. When I was teaching this chapter, I found it difficult for students to reflect the content generally. Why does the teacher find it difficult to teach students to study? I have analyzed it myself: on the one hand, programming itself is boring, rigorous and difficult to understand, and students lack the corresponding knowledge background. On the other hand, what is more important is that teachers lack pertinence in organizing programming teaching and do not fully consider students' knowledge level, cognitive rules, learning characteristics and acceptance. So I changed the knowledge structure and content system in the book, and stimulated students' interest in learning programming through a series of ways and means.
First, reorganize teaching materials, improve teaching methods and stimulate students' interest.
The content of programming is placed in the first section of Chapter 4, which takes up a long space. It is written in VB language and requires students to master the general methods of programming. The teaching process is generally completed within 6 class hours. Due to the short class hours, if the teaching methods are improper, it will affect whether some high school students are willing to choose IT major after entering the university. Therefore, as an information technology teacher, we should carefully study good teaching methods for this chapter, avoid the situation of technology for technology's sake, and adopt task-driven teaching mode.
Information technology education is a part of quality education, and its essence is to enable people to acquire an ability, an ability to select, accept, process and convert output information. Therefore, in teaching, we must solve several problems: who is learning, what to learn, why to learn, how to learn and how to learn. Only by clarifying these elements can we formulate corresponding teaching strategies. So I didn't explain the teaching of VB from the aspects of algorithm, object attributes, drawing flow chart and so on. At the beginning, students will lose interest in learning as soon as they come into contact with difficult terms. First of all, it is difficult for students to understand these concepts when the relevant knowledge is completely blank. Secondly, learning is too difficult, which dampens students' enthusiasm for learning. Finally, the selection of cases should be close to life and conform to the cognitive law. Therefore, I first divide the VB knowledge I want to learn into a module, one is to know VB, the other is branch structure, and the third is circular structure. Then, for each module, I designed a case that conforms to the students' cognitive structure, and implemented it through case analysis, thus improving the knowledge structure. The design of the case has a gradient, and the knowledge points are dynamically increased or decreased according to the students' cognitive level and classroom reaction, so that students can keep up with the teacher's class rhythm. Guide students to sum up what they have learned and deepen their thinking in the process of case practice, so as to achieve the purpose of solving problems and master VB programming methods skillfully.
Second, the case selection starts from real life and stimulates students' interest in learning.
Some teaching contents in programming are abstract and difficult to be accepted and understood by students, especially the algorithms in programming. Teachers should skillfully use life examples in teaching, turn boring into fun, turn difficulties into simplicity, and turn difficult explanations into communication. This is the art of teaching.
High school students who are new to programming are full of curiosity about programming, but there are many concepts in VB, and the grammar is boring and difficult to remember. The learning effect of pure theory is definitely not good. Therefore, in teaching, we should carefully design cases, take vivid and concrete examples as the starting point, and infiltrate some related concepts and knowledge in each case in a timely and appropriate way, so that students can learn by doing and by doing, and gradually understand the concepts of objects, attributes, methods and events in the process of completing tasks, and master the application of grammar unconsciously.
When learning "text box", a "password verification" program is designed by using students' experience in withdrawing money from the bank. If you enter the password three times in the text box, you will exit the program. This is what every student has experienced. Students learn intuitively and easily. Through the study of this case, the password attribute of the text box is changed from an abstract concept to an image application, and students can quickly master its usage in real life. For another example, students can't understand the necessity of introducing a variable when designing a two-number exchange program. This variable can be used as an example in daily life: when there is a bottle of vinegar and a bottle of soy sauce, how to exchange the liquids in two bottles? It is easy for students to think that with the help of the third empty bottle, that is, the temporary variable Z (the third variable) in the code, through the image metaphor of the above-mentioned life examples, the interest of the classroom is increased, which makes it easier for students to accept, understand and remember this knowledge point, thus improving their interest in learning.
Third, the combination of cases and mathematics content can overcome the fear of difficulties and stimulate students' interest in learning.
In order to cultivate students' interest, I think the key is to eliminate students' fear of programming difficulties. This actually involves a requirement of middle school students' information literacy. It is required that "a person with good information literacy should have a positive attitude towards the use of information technology". Programming language needs strong logical thinking ability, especially in structured programming, the relationship between algorithm and mathematics is close. Mathematics is one of the most familiar subjects that everyone has been exposed to since childhood, and programming languages can often help us solve many mathematical problems. Therefore, the selection of cases is mainly based on the mathematical knowledge that students have learned, so that students have a certain foundation in understanding and will not feel bored when studying.
For example, when learning branch structure, a common math problem-"Find the area of triangle" is applied. In the past, students basically used "base × height /2" to calculate, but if they only told the length of three sides, there would be no way to start. It is very simple to solve this problem with VB. Using Helen's formula SQR (q * (q-a) * (q-b) * (q-c)), with the help of IF statement, the area of any triangle can be quickly calculated. There are many math problems, such as the palindrome of chickens and rabbits in the same cage, which can be solved quickly by VB program. By solving these math problems, students are not only familiar with the grammatical structure, but also feel much simpler than being afraid of math, which stimulates students' enthusiasm for autonomous learning and creates a good learning atmosphere.
In short, teaching pays attention to methods, but it is not static. The goal of programming teaching is to let students master the basic knowledge of programming and cultivate their ability to analyze and solve practical problems. According to this goal, VB programming should change the traditional teaching methods and reasonably design classroom teaching activities in combination with students' reality. In the teaching process, teachers must follow students' cognitive rules and comprehensively use various teaching methods to stimulate students' interest in learning, so as to achieve the teaching goal of programming.
Reflection on Information Technology Teaching 3 This semester, I teach information technology in the fourth grade of primary school and basic computer knowledge in the fourth grade. According to the knowledge structure and learning characteristics of grade four students, I summarize my teaching experience since this semester as follows:
First, lay a solid foundation and develop good habits.
For the fourth-grade students, this semester has just begun to learn computer knowledge systematically. Most students have been exposed to computers, but they have not studied systematically. As an information technology teacher, I think it is particularly important to help students lay a good foundation and develop good study habits. To this end, I start with cultivating students' interest in learning and carry out teaching work.
For students who have just started to contact computers, they are generally interested and enthusiastic, but they are very confused and don't know where to learn. At this time, I introduce the invention and development of computers in the form of storytelling, so that students can accept the basic knowledge of computers in a relaxed and pleasant atmosphere. Then, I introduce the composition principle of computer by analogy, and compare the components of computer with various parts of our body, so that students can easily accept and master the basic composition principle of computer. Then I participate in the teaching of keyboard operation knowledge by playing games. For students who just learn computer, practicing keyboard is a boring thing. How to keep students' enthusiasm for learning computer, I chose Kingsoft Typeworks, which has typing practice games. Since then, learning has become easy and interesting, and students have mastered the keyboard operation unconsciously.
Second, cooperative inquiry learning, experience learning fun
Grade four students have learned some computer knowledge and acquired some basic knowledge and basic operation skills. In this semester's slide show teaching, my main teaching method is to let students cooperate in groups to complete their own theme production projects. Each group chooses a theme production project, collects pictures, sounds, animations and other materials needed for production, completes its own creative design, and then completes its own theme project. In this process, I mainly explain the key production techniques and assist each group to provide technical support. According to the completion of each group, students can basically produce illustrated works. In this process, students can not only master various slide production techniques, but also enhance their awareness of mutual cooperation and team spirit. Of course, the quality of the project is not too high, such as creative design needs to be improved. I believe that students will make great progress after further study.
Teaching is a long and complicated process. How to further organize students, organize teaching and improve teaching quality is a subject worthy of my long-term study. I will, as always, work hard, improve work efficiency, and complete various educational and teaching tasks with high standards.
Reflection on information technology teaching 4 As an information technology teacher, how to make the class better, how to make students like it, and how to learn and master it well. In the teaching process of these years, I have also accumulated some experience, which I would like to share with you.
First, teachers should improve their own quality and constantly enrich themselves.
With the rapid development of information technology, the implementation of new curriculum, the development of quality education and the promotion of educational informatization, as information technology teachers, we should constantly recharge our batteries, arm ourselves with new knowledge and fully tap the potential of students. Teachers should give students a bowl of water and a bucket of water, so that they can easily answer all kinds of questions raised by students, constantly introduce the latest frontier of information technology development to students, stimulate students' eagerness to try, and convince teachers in the learning process, thus easily mobilizing students' initiative to learn, and making students learn information technology a conscious behavior.
Second, skillfully design teaching tasks and adopt task-driven teaching process.
In the teaching process, information technology teachers should carefully study textbooks, carefully prepare lessons, and collect more relevant materials around the corresponding knowledge points, so as to skillfully design teaching tasks, design each task clearly, reasonably and scientifically, include all the knowledge points to be taught in each task, and decompose the content of each learning module into "tasks" that are easy to master. Let the students complete the corresponding tasks, so as to master the knowledge that needs to be accepted. Let students study with real tasks and have the real initiative in learning. In the teaching process, teachers should also pay attention to guiding students to complete a series of "tasks" from simple to complex, from easy to difficult and step by step.
So as to ensure the smooth completion of teaching objectives, let them taste the fun of learning, satisfy their sense of accomplishment, and let every student experience the joy of success.
Third, adhere to the "teacher-led, student-centered" teaching structure.
In the curriculum reform, teachers can no longer adopt "spoon-feeding" and "spoon-feeding" teaching methods and change the educational model that hinders the development of students' innovative spirit and ability. Let students change from passive receptive learning to active knowledge acquisition. Teachers should be the guides of students' learning, encourage students' creative thinking, guide students to explore and learn independently, make students become the real masters of learning, and give full play to their initiative, enthusiasm and creativity in the learning process. When designing some problems, teachers should grasp the gradient of teaching process, carefully analyze students' foundation and needs in teaching practice, teach students in accordance with their aptitude and at different levels, so that students can try to solve them themselves and experience and improve them in their own practice. In the usual teaching process, teachers should guide students to participate in teaching activities and pay attention to all students, not individual students. Teachers should also talk less, let students learn independently, adhere to the teaching structure of "teacher-led, student-centered", and fully reflect teachers' multiple identities as educators, instructors and promoters.
Fourth, make boring theories easy and interesting, and stimulate students' enthusiasm and interest in learning.
In the teaching process, teachers should try to choose some examples close to life, so that students can easily understand and resonate. In information technology teaching, students learn all kinds of knowledge. When studying information technology courses, students often prefer computer operation courses to theoretical courses. In fact, in classroom teaching, we can try our best to make boring things vivid. When teachers explain, they can use funny language and appropriate metaphors to quote events around them, which will arouse students' interest and recognition. For example, when I participated in the content of "information is everywhere", I gave an example: the bell on campus tells us the information of classes and classes, and the smell of food when I walk through the cafeteria conveys the information that we can eat. Through these little things around us, the students spoke enthusiastically, which made the students easily grasp the concept and carrier of information, and also made the students draw inferences. Use good metaphors and examples close to life to stimulate students' enthusiasm and interest in learning. Teachers can easily teach theoretical courses, students can study happily, and students can feel the colorful computer world.
Fifth, establish a harmonious relationship between teachers and students and enhance the charm of teachers themselves.
Under the guidance of the new curriculum concept, it is also very important to establish a harmonious relationship between teachers and students. Teachers should face every student with a good mood and sincere smile in class, so as to narrow the distance between teachers and students, make students feel that teachers are approachable and amiable as much as possible, and let them devote themselves to their studies with ease and pleasure. Only when there are problems, they can raise them in time, and teachers and students can communicate in time. Teachers should constantly analyze students' feelings, be their mentors and friends, and establish a democratic and equal relationship with students. Grasp the "degree" of each link in the teaching process, create a harmonious classroom, create a relaxed, open and independent learning environment for students, let teachers interpret teaching harmoniously, and let students construct knowledge harmoniously, so as to continuously enhance the charm of teachers in the eyes of students, make their classrooms glow with spiritual brilliance, love and respect students, and let students feel the existence of teachers, thus achieving "pro-teacher, pro-teacher".
As an information technology teacher, we must pay attention to the comprehensive study of knowledge application according to the environment, constantly improve our professional level and teaching level, and constantly explore and summarize, so as to achieve the ideal teaching effect, and then realize the overall goal of information technology education, improve the efficiency and quality of classroom teaching and adapt to the requirements of the times!
Reflection on information technology teaching 5 In the process of information technology classroom teaching, we should not only create a good classroom atmosphere, but also mobilize students' subjective initiative, let students explore independently, pay attention to the cultivation of students' comprehensive information processing potential, emphasize the practical activities of information collection, processing and application with students as the main body, create a "relaxed, positive and pleasant" learning atmosphere for information technology teaching, and let students be moved by happiness, learn in activities and create in learning. Some experiences of information technology teaching design in primary schools are as follows:
First, the use of multimedia demonstration teaching design, give play to the leading role of teachers
One of the basic principles of information technology teaching is intuition. It is difficult for students to form an accurate concept of basic information technology knowledge and operational skills only by teachers' dictation. Therefore, in information technology teaching, teachers should carefully select and use multimedia materials to enrich students' perceptual knowledge and draw correct conclusions on this basis, so as to achieve the best teaching effect. Creating democratic and simple teaching can stimulate students' interest in learning and their learning intention.
Second, use the teaching design of discovery and inquiry to improve teaching efficiency.
In the teaching of information technology, students are encouraged to acquire knowledge with their own brains, and their initiative in learning is emphasized. Students should not be regarded as passive learners. Its teaching design is: introduction of operation essentials → operation attempt → inspiration and guidance → operation learning → feedback and guidance → consolidation of exercises → induction and summary. This teaching method not only enables students to master knowledge and skills, but also develops students' intelligence. For example, when learning word to make tables, students learn it very easily. But whether it is simple or not, the learning effect will be clear at a glance by assigning tasks (making a curriculum). As for the consolidation exercise and summary, the reason is obvious. This fully embodies the teaching design of "teacher-oriented and student-centered", and the teaching of teachers is closely combined with the operation time of students.
Thirdly, construct the teaching design of "subject-interaction-inquiry" to stimulate students' creative interest.
In the process of information technology teaching, teachers assign tasks first, and students can participate in teaching independently by completing tasks, which can cultivate students' necessary social quality; It is beneficial to establish good teaching interpersonal relationship and make students truly become the masters of teaching; It can make the classroom full of vitality, improve the quality of teaching and better develop students' intelligence. For example, assigning tasks: making personal web pages with FrontPage software and linking to the class home page. After most students have basically completed their tasks, they choose representative works from the web pages made by students. Let the students introduce themselves and demonstrate, and then let them discuss with each other and express their views and opinions, so as to realize the purpose of mutual exchange and learning. In this process, teachers aim to achieve the predetermined teaching objectives and guide the discussion direction appropriately. Let students learn to learn to learn, take the initiative to learn, learn to learn to innovate in participation, and achieve the goal of self-construction of knowledge and students' active development through teacher-student interaction and situational inquiry learning.