First of all, clear the purpose of the course and recognize the teaching characteristics.
The purpose of information technology course is to further improve students' information literacy, and emphasize solving practical problems through cooperation, so that students can master information technology, feel information culture, enhance information awareness and internalize information ethics in the process of information acquisition, processing, management, expression and communication, and develop students into citizens with good information literacy to meet the requirements of the information age. Information technology discipline is different from other basic disciplines, and has its own characteristics in teaching methods, that is, there are different characteristics in teaching progress, teaching content and teaching requirements; Students have full interactive characteristics in the learning process; Learning methods have typical characteristics of mutual cooperation; Open characteristics of teaching content and teaching effect evaluation. Grasping the course objectives and teaching characteristics is the direction of effective teaching.
Second, effective preparation before class.
A successful class must be a well-prepared class. Preparing lessons is the premise of a good class, one of the basic tasks of a teacher's profession and an important basic teaching skill. Preparing lessons is an important link to strengthen the scientific, planned and systematic teaching and give full play to the leading role of teachers. Effective lesson preparation must reflect:
Effectiveness of objectives: clear and concise. The author believes that the concept of the new curriculum is: preparing lessons should analyze the learning situation, understand the existing teaching conditions, grasp the teaching objectives and teaching contents of the textbooks, and prepare lessons from the perspective of students' effective learning activities. On the one hand, we should clearly understand the differences of students' existing information technology learning level, on the other hand, we should pay attention to the differences of students' learning characteristics and personality development needs, and flexibly carry out teaching design and organize teaching activities. How to combine them with teaching objectives, teaching contents, teaching methods and teaching environment organically and play the overall role of the system requires teachers to think deeply in advance. Each class should have its own unique tasks and objectives, and teachers must have a very clear understanding of the teaching objectives. Information technology teaching is basically carried out in the computer room. When preparing lessons, we should fully consider the operation of computer equipment, whether the network is smooth, and whether the multimedia teaching software realizes real-time monitoring.
The effectiveness of content: gradual and moderate. Different learning contents and tasks should be designed according to the differences in teaching content to meet the needs of students at different levels. We should seriously study the curriculum standards, study teaching materials, read teaching reference materials, get to know students better, and try our best to collect and absorb lesson preparation information from all aspects. While seeing the commonness of students, we should pay attention to the individual differences of students, which are objective. It is our new direction to recognize the existence of differences and respect the differences of learning individuals in order to promote the all-round development of all students. It is necessary to design flexibly in a gradient way around teaching objectives and cognitive content, teaching links should be gradual, preset problems should be solved, case selection should be close to the "real" learning tasks and skill levels of students' life practice, and practical problems from social life should be introduced into teaching, so that students can integrate "learning technology" with "using technology" in the process of hands-on operation, independent inquiry and problem solving, and master the ideas and methods of applying information technology to solve problems in the process of activities. The arrangement of teaching time should be moderate, and students should have about 70% time to think, operate and explore. To create a harmonious and enterprising classroom atmosphere, we should praise and encourage students' progress in time; Establish an effective interactive platform with students to be prepared and have answers.
Effectiveness of teaching methods: flexibility and harmony. The same teaching content and different teaching methods will produce different effects. Teaching must be devoted to "guiding" and serving "learning". To optimize teaching methods, we should choose teaching methods flexibly from the actual teaching content, the characteristics of teaching materials and the students' situation. At this stage, teachers should break through the routine treatment of teaching materials, so as to simplify the complex, turn the difficult into the easy, highlight the key points and break through the difficulties. Create a harmonious and enterprising classroom atmosphere, praise and encourage students' progress in time, and let students evaluate the process and results. Jump out of the limitations of books, change the angle, update the content, better promote classroom teaching and serve the all-round development of students.
After the effective lesson preparation is completed, we should sort out the ideas of the whole class from beginning to end, try to be perfect, and then design a short case to briefly explain the class steps, time allocation, knowledge points and so on. The compilation of lesson plans should be detailed and appropriate, concise and to the point, with maneuverability, so as to combine points with surfaces and run through them vertically and horizontally. Put brief cases in front of the podium in class, follow the brief case process, and better implement the teaching objectives.
Third, the effective organization of the classroom
Classroom teaching is based on lesson preparation, which is the key to effective teaching. Classroom teaching is a dynamic process, so we should grasp every teaching process. At present, information technology teaching in primary and secondary schools is still influenced by traditional education. Professor He Kekang's theory of "teacher-led, student-centered" is sometimes too formal and not fully implemented, which brings certain difficulties to the teaching of information technology courses. Under the background of the new curriculum reform of basic education, what kind of teaching methods can be adopted in information technology courses to achieve effective teaching is a problem worthy of discussion. The author believes that the following teaching methods can be adopted:
1, maintain order and promote teaching. Teachers' classroom teaching behavior refers to the behavior of teachers to organize teaching activities, impart teaching content, maintain classroom discipline and monitor the teaching process in order to achieve teaching objectives. As the leader and manager of classroom teaching, teachers' behavior is imposed on students on the basis of manipulating their own psychology and behavior. For example, when a student gossips in class, the teacher will first pay attention to the student and realize his ongoing teaching behavior, and the student's behavior is not in line with his expectations, so the teacher will take strategies to intervene in the student. In particular, the solution and results of classroom problem behaviors depend largely on teachers' attitudes and responses to students' behaviors. Therefore, teachers must plan, monitor and coordinate their own classroom teaching behavior. Pay attention to students' outlook on life, world view and psychological world, build an equal and cooperative relationship between teachers and students, and create challenging and enlightening questions or situations for students; Pay attention to students' learning state, adjust measures to local conditions, break the single teaching organization form, and ensure the smooth progress of effective classroom teaching with effective self-management.
2. Create a situation to stimulate interest. Some people think that students have a strong interest in information technology courses and there is no need to cultivate them. In fact, students may not be able to learn this course well because they are interested, so teachers should find ways to transfer students' interest to more systematic and comprehensive knowledge learning and skill training. We can create situations that students are interested in according to their existing experience, and build a learning platform with situations, tasks and challenges for students in course learning, which can not only effectively stimulate students' interest in learning and arouse their enthusiasm, but also enable students to fully display their learning achievements and experience the fun of learning. For example, when I was teaching Algorithms and Their Representation, what was an algorithm? I am not in a hurry to answer, so I will show the students the following short story: "Once upon a time, there were 1 farmers who took German shepherds, goats and radishes to the market. When he came to the ferry, he found that the boat crossing the river could only carry two things besides himself. This makes him a little worried, because if the farmer is not present, the German shepherd will bite the goat and the goat will eat the radish. If you are a farmer, please come and solve the problem of crossing the river safely. " At the same time, FLASH animation will be sent to students for operation. When students saw that it was a game animation, their interest came immediately. Through the animation operation, the wrong method of "farmers crossing the river" was ruled out, and then I asked the students to write down their correct operation steps. The conclusion is that there are two feasible methods. Through this short story, I lead to the definition of algorithm: algorithm is the method and step to solve the problem. Then I threw out this question: What are the characteristics of the algorithm? The algorithm has several forms. The students' interest is undiminished, and a pair of eyes eager for knowledge are staring at the computer screen, waiting for me to talk about the content. Therefore, effective classroom teaching methods are of great help to promote students' effective learning and thinking, and students can gain a deeper and more thorough understanding of knowledge through their own personal experience.
3. Task-driven and effective guidance. The so-called "task-driven" means that in the process of learning information technology, students, with the help of teachers, closely focus on a common task activity center, are driven by strong problem motivation, and through the active application of learning resources, conduct independent exploration and interactive learning, and guide students to produce a learning practice while completing the established tasks. In class, first show students "finished products", such as flash animation, a statistical table, a picture, etc. And then teach the steps of making "finished products" while demonstrating, which involves the knowledge points that students need to master.
For example, in the first flash animation class, in order to increase students' interest and avoid introducing too many theories when talking about new software in the past, I prepared a PPT courseware and a learning task list. Demonstrate the basic principle of animation with PPT, then open the flash software, introduce the working interface, and introduce an example with PPT: make a circle that moves from 1 frame to 50 frames. The operational tasks are:
1). Select 1 frame and draw a circle (as the starting position) at an appropriate position on the stage; 2) Right-click to insert a key frame in the 50th frame (or press F6) and move the circle to an appropriate position on the stage (as the ending position); 3). Select the frame 1 and select "Shape" in the study room of the property panel.
After I demonstrated it once, the students followed the task and did it quickly. Because it is the first time to learn animation, the students are very excited. Some students cry and say, "Teacher, I love you so much!" " "I asked everyone:" Will it? " The students said in unison, "Yes!" I asked again, "Everyone can move the circle, so do you want to deform it?" "think!" I threw out the second operation task:
1). Select 1 frame and draw a circle (as the starting position) at an appropriate position on the stage; 2) Right-click to insert a blank key frame in the 50th frame; At the same time, draw another graphic object at a suitable position on the stage (as the ending position); 3). Select the frame 1 and select "Shape" in the study room of the property panel.
This time I didn't demonstrate, but let the students operate directly, and everyone finished the task quickly. I asked everyone, "What do these two operations have in common? What's the difference? " Student A replied: "The common ground is: ① Draw the starting point; ② Set the end point; ③ Interpolation shape. " I said, "Good! So what's the difference? " Classmate B replied: "The difference is that the content in the key frame is set differently. The former is to insert a key frame and move the circle to the appropriate position, while the latter is to insert a blank key frame and draw a rectangle at the appropriate position. " "Too good, you observe very carefully. Let's make an animation of the sun rising and setting in the west. " I sent out the task list, the finished effect animation and the semi-finished flash document, and the students began to get busy, think independently, and the teacher cooperated with me. I will answer all the questions in a unified way, and the whole class is very effective.
There are too many such classes. In the 40-minute class, only 10 minute is used for teaching and demonstration, and the rest time is for students to practice on the computer. In the task completion stage, the teacher is the helper and mentor, and only plays a leading role in making the finishing point. Students encounter problems in operation, either through group cooperation or through teacher guidance. Teachers answer questions for all students in places where students encounter many problems, so that the teaching objectives and tasks of each class are clear, step by step, and students can operate in time and learn things. Task-driven teaching can be used for most of the operation problems in senior high school information class, such as EXCEL, web page making, FLASH, PhotoShop and so on. This is the most commonly used and effective teaching method.
4. Hierarchical teaching, focusing on evaluation. The information technology level of students in the same class is very different. In order to avoid the phenomenon that some students can't get enough to eat and some students can't digest because the teaching progress is difficult to grasp and control, and achieve the purpose of effectively promoting the development of each student, hierarchical teaching can be adopted. According to the students' basic level, ability tendency and personality characteristics, students can be divided into several levels of groups, which requires high ability groups. On the premise of consolidating basic knowledge and skills, middle-level students should strengthen practical operation on computers. For students with poor foundation, we should help them master basic knowledge and skills and re-inspire their confidence in learning information technology. When designing hierarchical classroom teaching, we should face all students, so that each student can make progress, development and gain at different stages and links. For example, when I was in the "webpage production review class", I set table attributes, hyperlinks, horizontal lines and other contents as basic questions; Set the picture size and scrolling subtitles to enhance the topic; Set the contents such as observing inappropriate picture files in the picture folder and correcting abnormal picture display on the home page as asking questions.
Among them, "basic questions" and "improvement questions" are what every student must master, while "inquiry questions" are mainly aimed at students with good grades, strong ability and quick response, guiding them correctly, cultivating their self-study ability and improving their interest in this subject. The evaluation of information technology courses should focus on process evaluation. As we all know, it is better to teach them to "fish" than to "fish". The results of teaching tasks are diverse. In the evaluation process, students with learning difficulties should be given greater support and help, so that they can gradually master the ability of obtaining, processing, expressing, communicating, managing and evaluating information.
Fourth, effective reflection after class.
Teaching reflection is a review and summary after teaching, and it is an important means and way to promote the development of teaching monitoring ability and improve teachers' professional quality by improving teachers' self-awareness level. Professor Ye Lan has a famous saying: "A teacher who has written lesson plans all his life may not become a famous teacher. If a teacher has written a reflection on teaching for three years, he may become a famous teacher. Teachers should achieve professional growth in the spiral of practice-reflection-re-practice-re-reflection. " There are various ways of reflection, but we should reflect on teachers' teaching behavior and students' learning process, analyze the problems existing in teachers' teaching and students' autonomous learning, find out the reasons and seek the countermeasures for improvement, so as to accumulate teaching experience, enrich teaching theory and form our own teaching style. Only by constantly reflecting on one's own education and teaching practice and assiduously summing up experience and lessons can one link one's education and teaching with educational theory, continuously improve practical wisdom, and then promote one's professional development, thus feeling the pleasure of reflection, forming a good habit of reflection, and consciously taking educational reflection as an important part of one's education and teaching work, and promoting better and more effective teaching.
There are many ways to promote effective teaching in information technology classroom. As long as we face students, adhere to the concept of quality education, pay attention to the cultivation of students' innovative ability and practical ability, steadily push forward the new curriculum reform, and strive to maintain a good classroom order in the teaching process, we can guarantee the orderly and effective teaching of information technology classrooms and promote students to learn more effectively.