Getting this book is quite unexpected, or a kind of fate. At that time, I borrowed a teaching reference book from the Academic Affairs Office and found it in a pile of teaching reference books by accident. There are very few teaching AIDS for information technology. I just took a look, but I felt like a treasure. Therefore, sometimes reading a book, like knowing people, depends on a kind of fate, not just on appearance. This book is like this. The title and cover are not interesting, but they are rich and practical. Teachers who are just getting started, as well as teachers who are in a bottleneck period like me, are very worth seeing.

First of all, from the problem of teaching methods. What makes me most happy about this book is that the article is very close to the teaching practice. The questions it raises are very thoughtful for a teacher like me who has been in the front line for more than ten years. For example, on the issue of how to design emotional attitudes and values goals, skills classes do not need to design emotional goals. Can multimedia courseware replace blackboard writing in information technology class? In the information technology class, how to make students understand the multifaceted nature of the network, I mentioned the cases of unplugging the network cable and cutting off the game complex ... I sometimes laugh at these cases, which is really the case in class; Sometimes I'm surprised. I've done it before. It sums up the common problems in class into twenty-four big problems. These big problems cover teaching design, teaching implementation, teaching evaluation and extracurricular activities counseling, and all aspects of information technology teaching are listed. Moreover, there are at least three cases to illustrate each big problem, which can basically involve and discuss the representative aspects that will appear under this problem.

Secondly, it talks about teaching in an analytical way. The article structure of this book is also very interesting. First, click on the status quo, introduced by real cases in teaching; Then the problem analysis, case analysis, what are the reasons for these problems; Then there are teaching suggestions to find strategies to solve these problems. For example, in the chapter on how to deal with accidents in information technology classroom, four situations, such as being helpless about accidents, ignoring accidents, perfunctory accidents and satirizing accident makers, are analyzed, and the inducing factors of accidents are summarized, and two major aspects and six minor aspects are put forward. I don't read such books directly from problem cases, so I feel particularly fresh. After each question chapter, there will be a link to information, such as task-driven method, research-based learning, differential teaching, thinking ability, flip classroom and other theories with detailed explanations and standardized references.

Third, take a detailed case as an example. The cases selected in this book are very novel, and many excellent teaching cases have been polished in various excellent courses at all levels, which is the embodiment of the frontier of subject teaching. For example, in the chapter on how to allocate the proportion of speaking and practicing time in class, the case of barrier layered practice in word input teaching is mentioned; In the chapter on how to give consideration to technical and artistic issues when evaluating information technology works, a case of the schematic diagram of the evaluation content structure of information technology works is put forward. This book lists a large number of cases for each problem. For example, in How to Grasp the Teaching Content and Teaching Opportunity of Information Technology Course, thirteen cases such as "Teaching Opportunity in Inquiry Teaching Method" and "Teaching Opportunity in Task-driven Teaching Method" are listed. In how to improve the function and value of class summary, eleven situations such as "feeling the double symbol key" and "entering the computer" are listed. Every case is worth learning from.

After reading it again and again, I personally feel that there are still two small regrets in this book, probably because I didn't completely read it and didn't discuss it with you. First, you can adjust the order of the 24 questions. Some of these twenty-four questions are expounded from the teaching design, and some are put forward from the process of teaching and learning. The logical connection between problems is not close enough. For example, the twenty-third question is whether the information technology teaching in primary schools needs a tutorial program. I think we should work with teaching material analysis to design task-driven tasks, and these questions are in the front row. Secondly, some problems overlap with the content and there is no good choice. For example, in the two chapters "How to give consideration to technicality and artistry when evaluating information technology works" and "How to effectively carry out information technology teaching evaluation", some contents are repetitive and the focus is not too clear.

Another experience after reading this book is that you need to chew slowly. It has a lot of content, with 325 pages and 450,000 words. You need to read and think slowly, it won't get up at all. This book is very practical. If we can combine these teaching strategies into our own teaching, it should be very obvious to improve the level and quality of classroom teaching.