The school pays little attention to the teaching of information courses, only pays attention to the main courses such as mathematics, physics and chemistry, puts the enrollment rate of the school in the first place, and pays little attention to the information technology education of students. Information technology is a new course, which is not valued by parents and teachers like traditional Chinese and mathematics. In junior high school teaching, it often happens that information technology courses are occupied by other courses, and the teaching of basic courses cannot be guaranteed. Moreover, the information technology management system is incomplete, the management scale is slack, and the school also lacks teachers with high technical level.
For students, most of them don't pay enough attention to information technology courses, let alone have a clear understanding. For students studying mathematics, computers are often an entertainment tool. For example, in Internet cafes, most students chat, watch TV and play games. It is rarely used for study, for example, it is rare to see students go to Internet cafes to look up information and exchange learning methods. Internet cafes are so, and home computers are no exception. Many personal computers are used for entertainment, but their learning and working functions are often neglected. Influenced by such social environment and family environment, most middle school students regard computers as entertainment tools, and information technology courses have become courses to satisfy students' desire to play. Students just want to avoid the teacher's eyes and seize the time to play, but they don't fundamentally realize what the real purpose of learning information technology is. Because students don't have correct knowledge and understanding of this course, they don't pay enough attention to this course.
2. Lack of teachers and backward ideas.
Due to the problem of staffing or educational funds, or because there are few information courses and there is no pressure to enter higher schools, the school pays little attention to information courses and lacks attention. The indifference of the school makes information teachers lack professional training opportunities, and some even have no knowledge of computer application software. Perhaps such a teacher can hardly improve students' information literacy only by using basic computer operation knowledge. In the process of implementing the new curriculum, some teachers can't accept the new educational concept, and there is still a certain gap from truly understanding the connotation of quality education. These teachers' teaching concepts are still very traditional, and only paying attention to students' test scores and knowledge transfer can not promote the cultivation of students' innovative ability and practical ability. Most teachers lack teaching research on information technology courses, fail to find innovative teaching methods, and still follow the way teachers teach students' notes. This can't give full play to students' subjective initiative, which makes students lack practical experience and poor hands-on ability. There is still a big gap between the reality of information technology teaching and the standard of quality education.
3. Students' basic differences
Students' knowledge acceptance also varies from person to person. After the teacher gives a unified demonstration of the teaching content in class, he gives students homework tasks, and some students can operate quickly and creatively. However, some students may not listen carefully in class, or they are not familiar with the operation ability, so it is difficult to finish their homework. The reason for this difference may be that some students have been exposed to some knowledge of computer operation before, or have computers at home, so they have more opportunities to try; However, some students may be in contact for the first time, and they are still unfamiliar with the needs, and their acceptance ability is obviously a bit slow. The difference of students' basic level and cognitive ability brings difficulties to teachers in teaching, which leads to more difficulties for teachers in teaching tasks.
4. Lack of practice
As a practical course, information technology course inevitably needs to provide students with a lot of practical opportunities. Practice is the most fundamental method to test knowledge, and the success of information technology teaching cannot be separated from practice. Only in diversified hands-on activities can students' practical ability and innovative ability be cultivated. In the course of information technology, teachers must carry out a variety of learning activities, so that students can enhance their interest in learning through hands-on operation. However, in junior high school information technology teaching, teachers' design of specific activities is too simple to carry out activities according to students' knowledge fields, which may even lead students to the wrong learning style and indulge in games.