First, there are misunderstandings.
1, lack of learning
Analyze the characteristics of learners and use courseware blindly.
Analyzing learners' characteristics refers to the activity of understanding learners' learning preparation and its characteristics, which provides an important basis for the subsequent teaching design work. The so-called learning preparation is a concept of educational psychology, which refers to the adaptability of learners' original knowledge level or original psychological development level to new learning when they are doing new learning. If we lack the analysis of learners' characteristics and blindly use courseware, I am afraid that students will not be suitable for learning. Because most of the courseware we use is designed for urban children and students with high cognitive level, the classroom capacity is large and the teaching density is high, which often dazzles students and eventually becomes a thing of the past and loses its application value. In order to make multimedia courseware really work, we should first carefully analyze the characteristics of our students and think about how much teaching resources we should use, how to use, how to design, how to organize and how to play its due value. The analysis of students' characteristics is the premise of multimedia teaching design.
2. The teaching process is centered on courseware, which deviates from the teaching theme.
The core feature of computer-aided instruction should be assistance, that is, assisting teachers to teach and students to learn. In the teaching process, teachers should be in a dominant position, students are the main body of the classroom, and all activities in the classroom should be student-centered. However, some of our teachers can't make courseware independently, so in the teaching process, teachers can't control the classroom according to the students' reality, so they can only teach with courseware as the center, which deviates from the teaching theme. This kind of teaching will easily lead to students' learning but not practical, and teaching but not deep, which will affect the actual teaching.
3, the amount of information is too large, and the detention time is short, which is not conducive to memory.
It is generally acknowledged that the use of multimedia courseware greatly saves teachers a lot of time in writing on the blackboard and drawing. But for most of our inexperienced teachers, we all use "flowing" model courseware, and the teacher can complete the operation smoothly with a click of the mouse. As we all know, it takes a certain time for students to receive information and change the contents of the screen too quickly, so that students have no time to understand and remember, which is not conducive to students' mastery of knowledge. Therefore, when designing, we should reasonably choose ready-made teaching resources to solve the problem of too much information, and at the same time, the screen switching should not be too fast, based on students' understanding and memory, and what needs to be emphasized can be displayed repeatedly.
4. Courseware replaces experiment, which weakens students' experimental ability and observation ability.
Multimedia courseware can guide students to carry out experimental operations, but the formation of students' experimental ability can only be obtained through practical training. In addition, multimedia can also present the knowledge of morphology, structure, growth and ecology of various animals and plants in a short time, and expand students' knowledge. But only by letting students touch nature, do, touch, measure, smell and taste can they acquire more complete knowledge. So not all experiments are done by courseware instead.
Second, accurate use.
1, the creation of teaching situations requires the use of information technology.
The creation of teaching situation helps to reflect the connection between old and new knowledge, to promote students' thinking association, to reorganize and transform knowledge, and to help students assimilate and adapt to knowledge. Therefore, in classroom teaching, multimedia can be used to play video materials, animations, pictures and words that help to understand the teaching content. For example, when teaching the relationship between the corners of a right triangle-whether the ship is in danger of hitting the rocks, I intercepted the video data of the scene after the ship collided with an iceberg in Titanic, and created this scene to make students realize that the ship is in danger of hitting the rocks, thus entering the learning state.
2. For the knowledge that must be mastered by students, which is far away from the reality of students, information technology should be used.
For example, when studying global warming and environmental protection, students have only a preliminary understanding of environmental protection knowledge. Why the world is getting warmer, how much disaster it brings to mankind and how to control it are far from the reality of students. In teaching, teachers divide students into four groups and acquire knowledge through a large number of perceptual materials provided by the network. The students listed the disasters caused by global warming, from drought to plague, from crops to animals and plants, from greenhouse effect to waste gas emission, from deforestation to resource utilization, and explained the causes of global warming. Such a large amount of information transmission can only be realized by using information technology.
3, logical thinking, knowledge is abstract, it is difficult for students to imagine, it is difficult to establish the concept of using information technology.
For example, in the teaching of Underwater World, in view of the fact that students can't experience and feel it personally, and it is hard to imagine how strange the scenery and rich the products are in the underwater world, teachers can make a large number of underwater related materials collected online into web pages and publish them on the campus network, so that the teaching contents of "strange scenery" and "rich products" can be presented to students in a three-dimensional and multi-dimensional way. This virtual "simulation" technology shortens the gap between knowledge and problems and helps students to establish the concept of "wonders and rich products" on the seabed.
4. We should use information technology to expand the content of teaching materials and broaden students' horizons.
For example, in the teaching of Beautiful Xishuangbanna, teachers can collect rich teaching resources about Xishuangbanna from the Internet, expand and extend them, so that students can have a deeper understanding of Xishuangbanna and ethnic minorities, thus enhancing their love for the motherland.
We must be clear that in the integration of information technology and disciplines, information technology is only an auxiliary means, and we should work hard on it. Only by skillfully using information technology according to the teaching objectives can we realize the organic integration of information technology and subject teaching and improve the classroom teaching effect.