Under the new curriculum concept, the Basic Information Technology for Primary Schools published by Jida Education has also been revised many times, from the original two volumes and four volumes of Basic Information Technology to the new version of Information Technology 12. The revised information technology textbooks for primary schools pay more attention to cultivating students' information literacy, and highlight the guiding principle of "student-oriented" in teaching arrangements. Through task-driven, students try to operate, pay attention to learning process and learning methods, acquire knowledge and improve their ability in completing tasks.
Looking back on the teaching of this information technology course from 2003 to now, I have such profound experiences and feelings: initial contact: solid implementation of teaching tasks centered on textbooks-gradual deepening: finding guiding points around textbooks to stimulate students' interest-farewell dinner: expanding the extension of textbooks, focusing on improving students' new ideas-rational thinking: creative development of textbooks centered on cultivating innovative spirit.
In practice teaching, I believe that every information technology teacher working in the front line has different views on teaching methods, classroom models, teaching and learning methods and interaction with students. I remember that when I first started teaching information technology, I always wanted students to master computer operation as soon as possible, so I repeatedly trained students to master computer technology in every class to improve their level and ability, because I could fully feel the invisible driving force from students' curiosity and desire for computer classes. However, with the deepening of classroom teaching, I found many problems in teaching practice. Even though I spent a lot of time in class, the effect was not satisfactory. After a class, the students got nothing, and the teacher didn't feel happy from the students' success.
In my opinion, the root cause of various problems in current information technology teaching is that information technology teachers have insufficient understanding of information technology courses and limited ability to analyze, apply, master and expand teaching materials. Mainly reflected in the following aspects:
First, the teaching method is simple and the mode is single.
Second, the teaching objectives are unclear and the teaching content changes with the times.
Third, the classroom management ability is not strong, the sense of responsibility is not enough, and students are left to their own devices.
Fourth, the reprocessing ability of information technology textbooks is not strong, and the actual utilization rate of textbooks is not high.
Fifth, the comprehensive practical ability of information technology and discipline integration is not enough.
Then, how to stimulate students' interest by correctly grasping, understanding and creatively using teaching materials, and at the same time better cultivate students' innovative spirit? To this end, I combine my own practical teaching and new curriculum ideas, take students as the core, extend information technology textbooks, stimulate students' interest in learning, and enhance students' information literacy.
First, fully embody students' dominant position in combination with practice.
Everything for the development of every student is the ultimate goal of the new round of curriculum reform. We can't find two similar students, and we can't find a teaching method suitable for all students. This requires us to fully understand students, study their personality differences, interests and cognitive differences, explore on the basis of inheritance, implement personalized and hierarchical teaching, pay attention to all students, and dig out the hierarchical teaching objectives suitable for all students from the teaching materials.
At first, the concepts of hardware, software, host, keyboard, memory, chip, operating system, files and folders and their corresponding operations were introduced to the first and second grade primary school students. For primary school students who have never been exposed to computers, they will soon be confused when they open textbooks and come into contact with so many abstract concepts. At this time, students need to learn to click, double-click and drag the mouse happily in actual contact, and then learn to draw. When students have a certain perceptual knowledge of computers, files and folders, and then introduce the common sense of computers and the basic usage of WINDOWS operating system in practical applications, students will understand it easily.
To this end, I changed the teaching order of teaching materials, starting with the operation of the mouse, to provide students with more practical opportunities for mouse operation, such as: guiding students to drag desktop icons with the mouse to set patterns; Provide Flash games for students to practice, including learning math, Chinese literacy, coloring, puzzles that challenge memory, and helping cute cats clean their rooms. Students' interest is stimulated from shallow to deep. Through the practice of these games, students can master the operation of the mouse skillfully. These designs are completely around the teaching objectives.
Children learn computers differently from adults. They prefer to "play" with computers. Therefore, the choice of teaching content should be from the perspective of cultivating interest. In the textbook, games such as minesweeping and playing cards can only stimulate students' interest temporarily. Many times, there are many rules, which limit students' willingness to try the joy of success immediately, thus making some students feel complicated and bored. When learning the drawing software that comes with Windows98, its text menu is an insurmountable obstacle for junior students with little literacy and weak understanding. So I first adopted "King of Painting in Jinshan", and the interface of this software is very suitable for children. Graphical function buttons help students to understand the concepts of "delete", "create", "edit" and "wallpaper". In the process of starting, closing and using, children can always choose animation, voice prompts, music accompaniment and other effects that children like; Many of its own painting modules can be combined into a work like building blocks. These are very beneficial to cultivate students' interest in learning, but also to their autonomous learning.
When teaching text input, students have long been tired of the boring operation of the keyboard, and the game difficulty of Kingsoft typing is very different, so I use pinyin to fill in the flash courseware form of Chinese characters to stimulate students' interest, and then evaluate each other among groups. Not only make students familiar with the keyboard, but also improve their literacy ability, and students themselves feel a tense and relaxed classroom atmosphere in the information technology class.
Second, create an atmosphere, focusing on stimulating students' interest
Strong information technology teaching atmosphere is the source of power for developing and perfecting information technology courses. Information technology education deserves our serious consideration and exploration in many aspects. Only by actively practicing, reflecting and implementing according to our own teaching practice can we take the initiative to enter the new curriculum reform.
There are rules in teaching, but there are no fixed rules. The quality of teaching methods directly affects the improvement of classroom teaching efficiency. Outdated, monotonous or unrealistic information technology teaching methods will definitely affect the actual classroom effect. Therefore, a very important factor to improve the efficiency of classroom teaching lies in the use of appropriate teaching methods. Teachers should choose appropriate teaching methods according to the characteristics of textbooks, teachers' reality and students' reality, so as to better highlight key points, break through difficulties and successfully complete teaching tasks.
In terms of creating classroom teaching atmosphere, according to the age characteristics of students, I adopted the way of creating situations to guide students to think effectively in each class.
For example, when I was teaching drawing software and learning The Simple World of Lines, I used the maze situation to teach at different levels, so that students could skillfully use the linear tools in drawing through the three levels of introduction, junior high school and senior high school. When I was explaining the color class, I designed my ingenious clothing color matching. Are you familiar with the provinces in China? When I was talking about moving tiles, I designed an atmosphere for bears to decorate clothes, food chain, distribute fruits and hold banquets. In the process of explaining "change, change, change", I provided students with small games such as mushroom reflection and pipeline task, so that students can master the operation method of flipping and rotating tiles while thinking actively and operating. When teaching numeric keypad input, I combine mathematics with calculator listening method and flsah game of multiplication formula calculation to teach; When practicing keyboard input, I use pinyin touch, robot cat typing and other small games to teach; When practicing the shift key, we use the way of wagging our tails-jigsaw puzzle; When learning cursor keys, small games such as frogs crossing the river, squirrels pushing boxes and finding targets were set up.
In fact, information technology teaching itself has unique conditions, which can make full use of network resources and provide the greatest possibility for teaching students in accordance with their aptitude. Create an information technology learning atmosphere conducive to students' initiative and innovation; Reasonable selection and exploration of new teaching methods and models; Starting from problem solving, let students experience the process of processing information, communicating and cooperating with each other; Pay attention to the differences in basic level and cognitive characteristics and encourage individualized development; Cultivate students' adaptability to the development of information technology. Guide students to dig deep into life, let students feel life and experience life. Strive for innovation and breakthrough in learning and encourage students' innovative spirit.
For example, in the selection, moving, copying and pasting class of Teaching Drawing, I asked the students to open the pictures of building blocks as soon as the class began, without telling them how to do it, which buried the first question (how to remove the pictures above? When students ask questions, I ask them to go to the toolbar to find a solution. Through students' own attempts and operations, solutions can be found. But at this time, some students will find that there will be a white area next to the moving graphics, which is followed by the second question (how to move only the graphics without containing excess white? ), I instructed students to use transparent/opaque options in the menu, and this problem was quickly solved; When students create some special graphics, such as drawing a car with four identical wheels, there will be a third problem (how to get exactly the same graphics? ), I combine the students' existing experience about copying files, and let the students try independently, so that the third problem will be solved quickly. In this way, students learn new methods and their abilities are improved. Isn't that what they get from one question after another?
For another example, in the section of "Literature Rhetoric", I designed text barriers, font barriers, color barriers and other contents according to the psychological characteristics of primary school students who like to break through barriers. Under the guidance of teachers, students have broken through various obstacles and achieved the teaching purpose of learning this section. We know that a student is not a bottle to be filled, nor a thing without blood and meat, but a living, thoughtful and independent person. In classroom teaching, we should create rich teaching situations and create a relaxed and harmonious classroom atmosphere, so that students can fully use their brains, move their mouths, start work, communicate boldly, learn in practice, innovate in learning, and realize teacher-student interaction and common exploration.
Third, expand the space and show students' personality in time.
The information technology course is very practical, and students' mastery of knowledge and improvement of ability need to be realized through computer operation. Therefore, in teaching, we should give students free imagination, guide and stimulate students' divergent thinking, and don't emphasize unity; Encourage students to be good at doing things and thinking, and give full play to their subjectivity, so as to get twice the result with half the effort.
After students have mastered the basic tools and operations, they should encourage innovation and seek differences, avoid the simplification of operations and the fixation of tool selection, advocate solving the same problem in various ways, and prevent the absoluteness, rigidity and inertia of thinking. Our common method is to guide students to "plan" how to complete the task after defining the learning task, so that various ideas can communicate. For example, in the lesson of "Flying Balloons", the teacher showed one of the most common "Le Ballon Rouge" and asked, "What tools can you draw with?" Some students said that you can draw a circle with a pencil and then fill it with a paint bucket. Some students said that you can draw balloons with solid round tools; Some students said that you can brush a balloon with a big brush; Some students said that you can erase the color on the paper with an eraser to expose the balloon ... When answering "It's too easy to draw a balloon, what do you think you can add to it", some students said that you can hang colored ribbons on the balloon; Some say to draw clouds and let balloons float in the clouds; Some say draw a moon and let many balloons pile up beside it, because many children's balloons fly by; Some people say that birds and forests should be added ... This learning process has cultivated the openness of students' thinking.