From primary school, junior high school, high school to university and even work, everyone will be exposed to papers to some extent. With the help of papers, you can effectively improve your writing level. You always have no way to write a paper? The following is the template of primary school information technology test paper I collected for you, for reference only, I hope it will help you.
Abstract: In the process of teaching development, we must innovate teaching design according to the requirements of the times. The application of micro-lesson in primary school information technology teaching can enhance the teaching effect, make the teaching design more scientific and reasonable, and achieve better teaching effect.
Keywords: micro-class; Primary school information technology; Teaching design
1, Introduction
Micro-course teaching has the characteristics of short and pithy, which can greatly improve the teaching efficiency, and can also be adjusted reasonably according to different students' mastery, and relevant knowledge can be quickly browsed or carefully watched for repeated learning. In primary school information technology courses, teaching design based on micro-course application can achieve twice the result with half the effort, narrow the distance between students and information technology, improve students' learning enthusiasm, and make information technology teaching achieve the expected results smoothly.
2. Analysis of the characteristics of microteaching
Fragmentation of learning content The content of the micro-lesson needs to be consistent with the teaching content, and the original structured knowledge should be decomposed to make it a knowledge fragment that constitutes the micro-lesson. In the design of micro-courses, we should grasp the key and difficult points of teaching, enhance students' interest in learning through the assistance of multimedia technology, and let students learn relevant knowledge in a more relaxed environment. However, teachers should pay attention not to omit some necessary teaching procedures in order to meet the simplicity of micro-courses. Fragmentation of learning time. Using micro-courses to carry out teaching can greatly shorten the teaching time, which is generally controlled at 10 ~ 15 minutes. Knowledge is mainly transmitted through micro-video. Students can watch and learn videos at any time through the network or teaching platform, and the time is more free.
Moreover, this learning method provides students with a more open learning space, and students can learn in class or after class, thus realizing mobile learning and distance learning. The situational micro-course teaching of learning resources has achieved continuous technological progress and innovation in its development. Students can use micro-courses to carry out autonomous learning activities, and rich teaching resources can be found in the resource library to form a relatively perfect situational resource package, which is conducive to students' active learning.
3. The teaching design principles of information technology in primary schools based on micro-courses.
The principle of combining teachers' leading with students' subjectivity: teachers' leading refers to teachers' designing and deciding the teaching process, content, methods and concrete implementation; Student-oriented means that students do not study passively, but actively carry out learning activities as the main body of cognition and development [1]. In the combination of these two concepts, the teacher-led play is the premise. Teachers can fully mobilize students' positive emotions in teaching, guide students to carry out thinking activities, take the initiative to acquire knowledge, and then apply knowledge to real life and study with their own understanding. This principle of combining teacher-oriented and student-centered conforms to the law of students' cognitive development. The study of information technology knowledge needs students to understand and apply more. Only when students think and explore on the basis of personal operation and exploration can they truly turn the knowledge they have learned into their own. Therefore, in the process of teaching design under the guidance of this principle, we need to pay attention to:
1) Teachers need to give full play to their leading role and have sufficient understanding of the knowledge structure, key points and difficulties of the teaching content designed by themselves;
2) Teachers need to master the actual knowledge level and acceptance ability of the students they teach, so as to choose effective methods to arouse students' enthusiasm and give full play to their main role in teaching;
3) Teachers' teaching methods should be flexible, and the difficulty of learning tasks should be moderate, which can guide students to actively think about some problems and gradually achieve certain teaching goals, thus effectively enhancing the teaching effect of information technology. The principle of learning goal orientation needs to set appropriate learning goals for students according to the content of teaching materials and the specific teaching situation in actual teaching. After learning objectives are clear, teachers need to take learning objectives as the basis for teaching design and implementation [2]. There is a close relationship between learning objectives and teaching design, which affects the specific implementation steps and methods of this kind of teaching. At the same time, learning objectives clearly define the goals that learners should achieve after learning, which can effectively stimulate students' learning motivation and make learning activities more purposeful.
Through learning objectives, students can objectively evaluate their actual achievements and gain a sense of accomplishment in the learning process. Learning goals can be said to be the indicator light for students to learn, so that they can keep moving towards their goals. In primary school information technology teaching, teachers need to fully understand the relevant teaching objectives in the curriculum standards, understand the actual requirements of different teaching links, and design reasonable learning objectives according to students' ability level, which will play a good guiding role in students' learning.
4. The teaching design strategy of information technology in primary schools based on micro-courses.
Combined with the characteristics of knowledge types, the information technology knowledge of micro-courses can be divided into three categories: declarative knowledge, procedural knowledge and strategic knowledge: the first category is mainly related to information technology concepts, facts and principles; The second category is general methods and application skills, accounting for the largest proportion; The third category belongs to special procedural knowledge, which mainly focuses on the development of students' inner thinking [3]. The first two kinds of knowledge are mainly included in the teaching design of information technology micro-courses in primary schools, and their design characteristics are also different. The micro-course teaching design of declarative knowledge should mainly focus on the basic knowledge content that students need to learn this kind of knowledge.
The pictures and sounds presented in micro-lessons should also conform to the cognitive characteristics of students of different grades in primary schools, so as to enhance the vividness and vividness of the pictures, make the sounds as clear as possible, and pay attention to highlighting the teaching key points. The micro-course teaching of procedural knowledge should focus on cultivating students' computer operation skills, providing students with more opportunities to practice computer operation, deepening their understanding of related concepts and improving their own skills through practice. The operation of micro-course teaching of procedural knowledge in primary schools is relatively simple, and the operation steps should be easy to understand and imitate. There should be a pause between different operation steps so that students can practice repeatedly. For example, in reference key learning in fingering practice, first demonstrate the correct reference key fingering through micro-lesson video, and then set aside a few seconds for students to adjust their reference key fingering. Students can reflect on their basic key fingering in this process, and then perform correct operations and exercises under the guidance of micro-lesson videos.
Strengthen the connection between other disciplines and information technology. There are certain internal relations between disciplines, and there are complementary and overlapping States between different disciplines and between information technology and other disciplines [4]. For example, the development process and concepts related to information technology, mathematical operations in mathematics, language understanding in Chinese and programming knowledge of information technology are all related to English. The development of the information age makes the learning of information technology courses more and more important. In learning, we should pay attention to the connection between information technology and other disciplines in order to obtain better learning results. For example, when learning "keyboard and fingering exercises", students' knowledge of Chinese will have a direct impact on the speed of pinyin typing. Faced with unfamiliar words, students' typing speed will drop. At the same time, the proficiency of English letters and Chinese Pinyin also has a close influence on typing speed. Therefore, when learning the skills of "keyboard fingering exercise", it is necessary to design fingering exercises with moderate difficulty according to students' actual knowledge level of Chinese and English.
5. Concluding remarks
Micro-course has become an important auxiliary means in the modern teaching process, and its applicability is also relatively wide. In the teaching of information technology in primary schools, micro-class teaching can improve teaching efficiency, enhance students' autonomy in learning, and provide good assistance for classroom teaching. Students will also actively participate in learning, find their own learning methods and models, and then improve their professional quality of information technology.
refer to
Li Biao. Research on the teaching design of information technology in primary schools based on micro-courses [D]. Nanchang: Nanchang University, 20 14.
[2] Zhong. Teaching design and application of primary school information technology course based on micro-course [D]. Liaoning: bohai university, 20 16.
[3] Bear. The Design and Application of Micro-course in Primary School Information Technology Teaching [J]. China Information Technology Education, 20 14(9):42-44.
[4] Li na Discussion on the teaching design of information technology in primary schools based on micro-courses [J]. Audio-visual education in primary and secondary schools, 20 16( 1):53.
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