First, use information technology to stimulate interest in learning.
Interest can make students sprout a strong desire for knowledge and directly stimulate their enthusiasm for learning. Therefore, in classroom teaching, teachers should use information technology to show some contents related to textbooks according to the requirements of textbooks, create rich teaching situations, satisfy students' curiosity, attract students' attention, stimulate students' initiative and enthusiasm in thinking, and thus stimulate students' interest in learning. For example, the article "Autumn Map" describes the vitality of autumn scenery, experiences the beauty of autumn map, imagines autumn map and expresses love and praise. Therefore, teachers can use information technology to make audio-visual computer courseware and show it to students. When students are full of interest, ask: What language should this scene be expressed in? This stimulated students' interest in learning.
Second, using information technology to cultivate suspicion.
Psychological research shows that people's thinking begins with problems. In the process of learning knowledge, students can only solve problems if their brains are actively thinking. So in a sense, it is often more important to ask a valuable question than to solve a problem. Sports information technology can better cultivate students' questioning ability. For example, when teaching Mountain Pickers, you can use information technology to make a picture: "Short, dark-faced, heavy-eyed, about forty years old, with a bright red vest in the middle of an open white homespun jacket"; Several wooden stools are tied to one end of the pole, and five or six green watermelons are tied to the other end. The teacher first guides the students to observe the picture carefully, and then guides them to read this part of the plot described in the text with emotion and think while reading. After reading it, the students raised their hands and asked: Why do mountaineers walk twice as long as tourists, but the speed is not slower than tourists? What did Shanren think when he watched him "quietly" and "quietly" walk to the front? Read the text again, and make the following assumptions according to the situation at that time: tourists come to visit, stop at interesting places, and the goals are scattered; Mountain pickers have the task of delivering goods to the top of the mountain on time, with a single goal, and they must keep going. Through such questions, the students reveal a meaningful philosophy: no matter what he does, as long as he keeps working hard towards a goal and is down-to-earth, he will certainly achieve his goal.
Third, using information technology to break through teaching difficulties.
In classroom teaching, due to the lack of interesting materials related to the teaching content, it is difficult for many students to carry out abstract thinking activities, which affects the deeper understanding and accurate grasp of the difficulties in classroom teaching. Using information technology can show students a multi-directional, multi-angle and multi-level observation space, create real situations, and let students feel and experience abstract things with real images, thus breaking through teaching difficulties and effectively improving teaching quality and teaching effect. For example, in the teaching of sunrise at sea, sometimes the sun walks into the clouds, but its light shoots down from the clouds and hits the water directly. It's not easy to tell clear water from sky at this time, because I only see a light. This paragraph is also a teaching difficulty. How can we break through and solve the difficulties in teaching? We can use information technology to watch some dynamic and continuous pictures, understand the process and scenery of sunrise at sea and experience the great spectacle of sunrise. Students look at these vivid and intuitive pictures, listen to the teacher's emotional reading, deeply understand the teaching content and break through the teaching difficulties.
Fourthly, using information technology to promote students' autonomous learning.
In order to make students truly become the main body of learning and learn to learn, teachers should strive to organically combine teaching objectives with students' learning aspirations, so that students feel that only by actively participating in learning can they complete their learning tasks well. For example, when teaching the Long March, we first guide students to cross and collect relevant pictures and materials through the Internet. 1934 10 In June, the Central Soviet Area in China fell in the fifth "encirclement and suppression" campaign of the Kuomintang, and the main force of the Red Army (Central Red Army) was forced to start the Long March. /kloc-in the first ten days of 0/0, the legions assembled and set out one after another. More than 80,000 people from the Central Committee of the Communist Party of China and the Red Army left Ruijin, Jiangxi Province to embark on a journey. We also watched the real Red Army climbing snow-capped mountains and crossing grasslands on the way to the Long March through audio and video screens on the Internet, which is beyond words. By comparing the understanding of the Long March during the war with our good life now, we can inspire students' patriotism education and hatred for invaders and robbers. At the same time, students can actively participate in the process of collection and production, from the passive position of accepting knowledge to the active position of acquiring knowledge. Students can really feel the joy of active participation and success, which effectively promotes students' autonomous learning.
In short, using information technology, teachers and students participate in the whole teaching process together, replacing the tedious classroom analysis in teachers' classroom, reducing the teaching mode of asking questions and writing, making students in a state of trying and exploring, devoting themselves to the teaching situation, giving full play to the main role and optimizing classroom teaching.