Under the guidance of the new curriculum standard of information technology and the new curriculum reform idea, especially in the renewal period of the new curriculum reform idea, it has become the new standard of classroom teaching to advocate independent inquiry teaching mode and give full play to students' subjectivity. Task-driven teaching has become a new classroom teaching mode, which has changed the passive teaching mode of teaching and learning and teacher-centered, and is conducive to students' independent innovation. This is a great progress, however, the new teaching mode will inevitably bring new problems, that is, how to improve the effectiveness of information technology classroom teaching under the current task-driven teaching mode? The effectiveness of information technology classroom teaching not only requires students to understand and master the knowledge and skills in the classroom, but also includes cultivating students' ability to collect, sort out, process and express information, improving students' ability to solve practical problems in study and life, using information technology to study in other disciplines and lifelong learning, and cultivating students' ability of independent exploration, unity and cooperation, and pioneering and innovative. To achieve these goals, we need to make further efforts and exploration from the aspects of task design, selection of teaching methods and means, evaluation methods and classroom teaching management.

First, the definition of the concept of the effectiveness of information technology classroom teaching

Professor Yu, the core member of the curriculum reform expert group of the Ministry of Education, believes that the effectiveness of classroom teaching refers to the coordinated development of students' knowledge and skills, processes and methods, and emotions, attitudes and values through classroom teaching. Make students gain something, improve and make progress in their studies (students never understand, from less to more, and never attend meetings; Emotionally, never like to like, never love to like, never interested to interested).

Therefore, we believe that the effectiveness of information technology classroom teaching means that teachers can follow the objective laws of information technology classroom teaching activities, rationally use teaching materials, adopt appropriate teaching methods and means, create a healthy and harmonious learning environment, stimulate students' learning motivation, promote students' active participation, independent exploration, cooperative exchange, acquire information technology knowledge, and cultivate students' spirit and practical ability of innovative use of information technology, thus forming good information emotions, attitudes and values, thus promoting.

Second, the current information technology teaching presents several problems that affect the effectiveness of teaching.

In the process of practice and exploration, based on teaching research and communication with peers, I found the following problems in the current information technology classroom:

Students' learning foundation is different, and the completion of tasks is also very different. Good students feel "not satisfied" after completing the task, while poor students can't complete the task.

Students lack initiative in providing and receiving help;

In independent inquiry teaching, some students tend to deviate from the theme, and some students are at a loss for the next design. How do teachers grasp the appropriateness of "guidance"?

When classroom teaching depends on the progress of students, and some students fail to master the previous skills, which affects the learning of the later content, how should teachers solve the bottleneck problem caused by this "old technology" to "new technology"?

How to evaluate students' learning of information technology knowledge and skills more effectively?

Some students like playing games and playing Q Q, but they are not enthusiastic about learning information technology knowledge and skills.

Information technology is a minor course. Learning or not will not affect the concept of entering a higher school and the effectiveness of information technology classroom teaching, and so on.

If the above problems are handled well, it will play a multiplier role in classroom teaching, but if they are not handled well, it will affect the whole teaching progress and efficiency.

Third, some strategies to improve the effectiveness of information technology classroom teaching

(A) familiar with the learning situation, determine the reasonable teaching objectives, improve the effectiveness of information technology classroom teaching.

To improve the effectiveness of information technology classroom, we need to fully understand students' original cognitive basis, accurately grasp the teaching objectives, and determine the key and difficult points of teaching. As the saying goes: know yourself and know yourself, and you will win every battle. The same is true of teaching. Only by understanding students' original knowledge structure can we formulate reasonable teaching objectives, so that all students can "teach students in accordance with their aptitude" in hierarchical tasks, thus completing meaningful learning.

1. Determine the teaching objectives at different levels and implement "teaching students in accordance with their aptitude".

Because of the particularity of information technology, students in a class have different starting points. "Equal treatment" will cause high-level students to have nothing to do, and low-level students can't do it, so there is a situation of "students who can play games and students who can't play games". When designing tasks, we should have different levels of difficulty, or put forward different requirements for students at all levels in the same task. For example, the teaching goal of learning excel sorting and drawing should be to let students learn to process the data properly according to the needs of solving problems from another height on the basis of the original EXCEL basic operation skills, so as to mine new information and provide reference for us to solve problems; The key point is how to convert table data into corresponding chart information according to needs; The difficulty lies in how to convert EXCEL data into charts. At this time, we will encounter student union sorting, but it is always incorrect to create a chart after sorting. Therefore, when we design the task, we should take this into account. Let him finish sorting if the foundation is poor, and let him finish creating charts if the foundation is good. In this way, all students will have a sense of accomplishment when they finish the task. In order to achieve the goal of teaching students in accordance with their aptitude, low-level students have a great sense of accomplishment in the face of their own works, while high-level students are full of pride in their excellent achievements in class collection, which inspires his passion and confidence in further exploration.

2. Understanding the actual situation of students and teaching materials is the basis for improving the effectiveness of information technology classroom teaching.

First of all, we should understand the situation of students learning information technology. Teachers should understand the interest, acceptance, learning attitude and knowledge base of the whole class in learning information technology, and also master the interests, hobbies, attention, memory, understanding ability and knowledge level of individual students. Only in this way can teachers have good ideas in classroom teaching.

Secondly, we should be familiar with the teaching materials. Teachers should understand the teaching requirements of textbooks, the arrangement intention of textbooks, the transfer degree of old knowledge, the key points, difficulties and doubts of new content, and thoroughly understand the position and role of knowledge in each unit, chapter and even the whole textbook. In this way, the teacher will have a well-thought-out plan and be able to teach relevant knowledge and skills comprehensively.

(2) Create a reasonable teaching situation to improve the teaching effect.

The creation of teaching situation should be based on stimulating students' interest and reasonably selecting situational materials; We should take activating knowledge and skills as the fulcrum and carefully design the situational process; We should create situations with the goal of accumulating students' information literacy. For example, in word processing teaching, teachers can first display the pre-designed "electronic newspaper" on the big screen. Because of the unique layout, exquisite text, illustrations and background, the students were full of praise and eager to try. So we can seize students' thirst for knowledge and let them practice making greeting cards, special newspapers and periodicals by themselves. In this way, the students showed great interest. They gave full play to their talents such as imagination, painting, aesthetics and literary talent, and created very beautiful works. That is, teachers create a certain teaching situation, so that students can use their knowledge to comprehensively use information technology knowledge under the guidance of the environment created by teachers, and at the same time cultivate students' ability to learn and use information technology. Finally, the teacher's teaching goal was well completed, which fully reflected the effectiveness of teaching.

(3) Adopting appropriate teaching methods, teaching means and teaching platform to improve the effectiveness of teaching.

1, adopt task-driven, demonstration, teaching and other teaching methods independently or comprehensively in time to improve teaching effectiveness.

"Task-driven" means hiding the new knowledge to be learned in one or several tasks. By analyzing and discussing the proposed task, students can make clear what knowledge it generally involves and point out which knowledge is old. With the guidance and help of teachers, they can find solutions to problems and finally master new knowledge through the completion of tasks. In the teaching of information technology course under the task-driven teaching mode, teachers should force students to explore knowledge and ask teachers for advice; Change passive learning into active learning. Of course, there is no fixed teaching method, and the learning method is not single. Usually, we can combine the familiar teaching method and demonstration method with task-driven teaching method, so that the effectiveness of classroom teaching will be more obvious.

2. Reasonably adopt the teaching methods of intra-group cooperation and inter-group competition to improve the effectiveness of information technology classroom teaching.

Because of the uneven starting point of students, sometimes the effect is not obvious through the unified demonstration or individual counseling of teachers. The better way here is to study in groups. The grouping form can be a combination of heterogeneous grouping and free grouping, that is, heterogeneous and free grouping according to students' personality differences, abilities and hobbies. However, in actual teaching, some students in the group complete all the tasks, which requires the group leader to establish a clear responsibility system to ensure that every student has a task. Only when the members of a group have achieved their predetermined goals can the group be considered successful. This common goal promotes students' voluntary mutual assistance and cultivates students' cooperative consciousness and ability.

3. Establish a reasonable teaching platform, strengthen students' autonomous learning, and improve the effectiveness of information technology classroom teaching.

Establishing a powerful online learning platform integrating teaching guidance, work publishing and teaching exchange is more conducive to the effectiveness of information technology classroom teaching. Teachers can create their own online teaching platform according to the actual teaching settings, and the columns can be set as: tricks, star-rated tasks, teaching guidance, publication of works, resources, learning experience and so on. For example, for the learning content of "making PPT", we can put corresponding contents in each column, such as teaching requirements, guidance on learning methods, teaching demonstrations, students' works and experiences, etc. Online learning platform can be used for classroom teaching at ordinary times, and can also be used for students' self-study anytime and anywhere. Using the network platform, students can freely download learning resources, communicate online, receive online guidance and publish students' works ... In short, the teaching methods have changed a lot. Students are more convenient to learn and have high interest in learning. The establishment of the teaching platform extends students' learning activities outside the classroom in time and to the family in space, and the learning content adds some contents that are not in the textbook; In the way of learning, teachers and students, students and students have also enhanced communication. In a word, the establishment of network teaching platform can improve the effectiveness of information technology classroom teaching.

(D) Optimize students' cognitive structure, adopt teaching strategies rationally, and improve the effectiveness of classroom teaching.

1, semi-finished product processing strategy

"Semi-finished products processing" is to provide some "teaching mold works to be completed" for teachers and students, aiming at providing a real problem-solving environment. Semi-finished products can also be understood as the technical "blank space" of information technology teaching achievements, and supplementing these blank spaces is "reprocessing", teaching and learning in the formation of "finished products". Using the teaching strategy of "semi-finished products processing", whether in teaching or practice, not only destroys the authenticity and richness of the whole work, but also simplifies the process of overall planning and making from scratch, avoiding the problem of different progress of students' creative works and the systematic problem of software technology. More importantly, it can make students realize the main points of information technology operation in a short time and improve the efficiency of classroom teaching, concept understanding and practical practice. For example, in Unit 2 of Grade 8, students are required to flexibly use custom animations, set backgrounds and set buttons in slides. Teachers can make several slides in advance before class, and insert basic media elements such as words, pictures and optional graphics into them. Then students can insert videos and sounds, and set the animation effect, playing order, background and hyperlink relationship between slides. In this way, explaining and practicing the part of the homework and deep processing the homework can improve the efficiency of solving problems.

2. Optimize students' cognitive structure and improve the effectiveness of information technology classroom teaching.

The process of mastering teaching knowledge is essentially the process of constructing students' cognitive structure. Both cognitive theory and constructivism theory believe that the teaching effect directly depends on the knowledge that students have in their minds and how to effectively use this knowledge to process the learning materials they face. Therefore, optimizing students' cognitive structure is an important way to improve the effectiveness of teaching. Therefore, teachers should fully understand and make use of students' original cognitive structure, and grasp the hierarchy and integrity of textbook knowledge structure through gradual differentiation and comprehensive integration; Design the optimized information technology classroom teaching structure and mode, improve the teaching organization form, organically combine individual learning, pair learning, group learning and collective learning, make teaching more suitable for different students to complete information technology learning tasks, and promote students to form an overall optimized knowledge structure in the learning process.

(5) Reasonable evaluation to improve the effectiveness of information technology classroom teaching.

At the end of a class, giving students an evaluation of the completed tasks in time can not only enhance their sense of accomplishment, but also help students to have a clear understanding of their information skills, information literacy and various abilities, and reflect and summarize them in time. At the same time, they also exercise their abilities and make up for their shortcomings in mutual exchange and evaluation. Under the current new curriculum standard, classroom teaching evaluation is not only about learning knowledge, but also about learning, mastering methods and cultivating abilities. Therefore, when evaluating students' information technology knowledge, we pay more attention to the evaluation of students' information literacy and comprehensive ability.

So, how to evaluate it effectively? We think we can consider the following three aspects first:

1. Evaluation of basic knowledge and skills-to see whether students have mastered the knowledge and skills they have learned and whether they have reached the corresponding standards and requirements in their current tasks or work.

2. Evaluation of independent innovation ability-look at the creative ideas of students' works, including whether they are novel and beautiful, and whether they creatively combine and use the knowledge and skills they have learned. Here we advocate that students' works should have different styles and methods, and encourage students to create works full of their own creativity.

3. Evaluation of cooperation ability-look at the overall completion of tasks in the group, and whether mutual cooperation can promote the common improvement of members in the group.

Through the comprehensive evaluation of students' knowledge and skills, independent innovation ability and cooperation ability, our information technology teaching will be more complete and the effect will be more meaningful.

(6) Strengthen classroom management and improve the effectiveness of information technology classroom teaching.

1, strengthen the effective management of classroom teaching time

The essence of improving teaching efficiency is to get the maximum teaching effect in unit time. The information technology classroom itself does not have much teaching time, and there are two classes a week. Therefore, it is necessary to optimize the management of classroom teaching time in the minimum unit time and give full play to the comprehensive utility of teaching time in order to improve the effectiveness of information technology classroom teaching. In the process of information technology classroom teaching, we should strive to complete most of the teaching objectives in class and try not to leave some homework to finish after class.

2. Strengthen the discipline management of classroom teaching.

Good classroom discipline can make teachers teach effectively and students learn effectively, which is the guarantee for the smooth progress of classroom teaching activities. In the information technology class, some students only like playing games and playing Q Q, and their learning enthusiasm is not high. This phenomenon is mostly because these students have lost confidence or interest in learning, or have insufficient ideological understanding. In actual teaching, we can try to take the following measures, and sometimes the results are good: (1) Students install reset cards and adopt automatic reset mode; (2) Educate students through negative examples, so that they can deeply understand the serious consequences caused by indulging in games; Counseling students through heart-to-heart, diluting their game complex; (3) Strengthen the management of students through shielding, monitoring and other technical means, and reduce the opportunities for students to download, install and run games; (4) Allocate some time for students to play games, but only if they finish their learning tasks first, and so on.

In a word, information technology classroom teaching, as a developmental education, is the main position to promote the process of educational modernization. Strengthening teaching research, exploring various reasonable teaching modes and methods according to their own teaching styles, persisting in facing all students, persisting in quality education, cultivating students' innovation and practical ability, and persisting in the spirit of curriculum reform and innovation, the efficiency of information technology classroom teaching will certainly be higher. There are many ways to implement quality education and improve the efficiency of information technology classroom teaching. How to improve the effectiveness of information technology classroom teaching is a long-term and often new topic, waiting for us to keep looking for it.