Reflection on information technology teaching 1 First, reflect on your own teaching methods.
At present, the phenomenon of "disparity between the rich and the poor" in students' information learning is very serious, and the advantages and disadvantages cannot be divided by the number of students. Therefore, we use the means of evaluation to understand their mastery in teaching, so as to adopt hierarchical teaching for their teaching. In addition, when we see that students don't listen carefully, we will blame them for not listening well, instead of reflecting on how their teaching behavior attracts students. As some teachers said, most students like games, so why don't we teach them games? There are many courses in our information technology class that can adopt different teaching methods, such as games, FLASH animation demonstrations, online evaluation of students, etc., to encourage students to actively participate in learning and interact with teachers. Only in this way can teaching really improve students' skills. Therefore, we should always reflect on how to teach students how to learn and master by means of students' understanding or mastery. Then students take the initiative to participate, and we won't have a situation of not listening carefully and being indifferent in class.
Second, reflect on whether different students can develop.
Students' knowledge level is different, so is their ability to accept new knowledge. How to make different students get certain development is the task of each of our teachers. In actual teaching, we often use the same standard to measure every student and ask every student to learn those skills and accomplish those tasks. This will actually stifle students' enthusiasm for learning. If the task is set too high, some students will not be willing to do it. If the task is too low, good students will have nothing to do when they finish it, which may create some other "incidents". Therefore, in teaching, we should reflect on how to assign tasks at different levels, and let students who have spare time to study act as "little teachers", so that they can try to change their roles and enhance the friendship between classmates. Only in this way can every student get different degrees of development.
Reflections on information technology teaching II. Information technology course is a technical course, and its purpose is to cultivate students' skills. At the same time, this skill is not the computer itself, but the technology and ability to process information by computer, which is an essential skill to adapt to the information society. The information technology course in senior high school is not a computer major course. It aims at improving students' information literacy, emphasizes solving practical problems through cooperation, fully considers students' personality differences, fully taps students' potential, realizes students' personalized development, and coordinates high school technical courses and academic courses. The ultimate goal is to cultivate qualified citizens with innovative spirit and practical ability to meet the development needs of the information age.
In the process of information technology classroom teaching, we should mobilize students' subjective initiative, let students explore independently, pay attention to the cultivation of students' comprehensive information processing ability, emphasize the practical activities of information collection, processing and application with students as the main body, create a "relaxed, positive and happy" learning atmosphere for information technology teaching, and let students be moved by happiness, learn in activities and create in learning. Some experiences of teaching design of information technology in junior and senior high schools;
First, change the concept of education, establish the teaching concept of educating people and the modern education concept of students' autonomous learning.
The old concept of education is that teachers use lectures, blackboard writing and teaching media to pass on teaching contents to students or instill them. Teachers are the masters of the whole teaching process, while students are in a passive position and are instilled by teachers. Under this structure, teachers are active teachers, students are passive recipients of external stimuli, that is, indoctrination objects, media is a tool to assist teachers to indoctrinate students, and teaching materials are indoctrination contents. It is necessary to break the previous teaching view centered on subject knowledge and establish the teaching view of educating people and the modern education view of students' autonomous learning. In the teaching process, teachers should actively interact with students, develop together, handle the relationship between imparting knowledge and cultivating ability, pay attention to cultivating students' independence and autonomy, guide students to question, investigate and explore, learn in practice, and promote students to learn actively and individually under the guidance of teachers. Teachers should respect students' individuality, pay attention to students' individual differences, meet the learning needs of different students, create an educational environment that can guide students to actively participate, stimulate students' enthusiasm for learning, cultivate students' attitude and ability to master and use knowledge, and make every student develop in an all-round way.
Second, use the teaching design of discovery and inquiry to improve teaching efficiency.
In the teaching of information technology, students are encouraged to acquire knowledge with their own brains, and their initiative in learning is emphasized. Students should not be regarded as passive recipients of learning. Its teaching design is: introduction of operation essentials → operation attempt → inspiration and guidance → operation learning → feedback and guidance → consolidation of exercises → induction and summary. This teaching method not only enables students to master knowledge and skills, but also develops students' intelligence. For example, when learning excel, students can easily complete the basic operations of excel under the guidance of teachers, such as calculation, sorting, icons and so on. But by assigning a task (statistical summary and analysis of students' test scores), the learning effect will be clear at a glance. As for the consolidation exercise and summary, the reason is obvious. This fully embodies the teaching design of "teacher-oriented and student-centered", in which the teaching of teachers is closely combined with the operation time of students.
Thirdly, construct the teaching design of "subject-interaction-inquiry" to stimulate students' creative interest.
In the process of information technology teaching, teachers assign tasks first, and students can participate in teaching independently by completing tasks, which can cultivate students' necessary social quality; It is beneficial to establish good teaching interpersonal relationship and make students truly become the masters of teaching; It can make the classroom full of vitality, improve the quality of teaching and better develop students' intelligence. For example, assigning tasks: making personal web pages by using FrontPage software, and selecting representative works from the web pages made by students after most students have basically completed their tasks. Students introduce demonstrations by themselves, and then let students discuss with each other and express their views and opinions, so as to realize the purpose of mutual exchange and learning. In this process, teachers aim to achieve the predetermined teaching objectives and guide the discussion direction appropriately. Let students learn to learn to learn, take the initiative to learn, learn to learn to innovate in participation, and achieve the goal of self-construction of knowledge and students' active development through teacher-student interaction and situational inquiry learning.
Reflections on information technology teaching. Information technology is a new course with strong practicality and rapid development. After a period of teaching, I found that students can comprehensively use what they have learned, initially master the basic knowledge of computer operation, gain the joy and joy of success in challenging difficulties, and enhance their self-confidence and creativity.
In the primary stage, students are in the primary state of learning computer knowledge and are sensitive to the knowledge they are interested in. Therefore, according to the psychological characteristics of this stage, computer courses mainly focus on fingering exercises, the application of auxiliary teaching software and educational games, which are easy to stimulate students' interest and cultivate their practical ability. This is not only convenient for cultivating students' thinking ability in line with the cognitive structure at this stage, but more importantly, it is convenient for students to be in a happy learning state, to accept new things taught by teachers, and to cultivate students' ability of self-operation and development. To this end, I mentioned the easiest content in the textbook to the first professor, and besides the new teaching, I taught students to play educational games such as "mine clearance" and "cards" to stimulate and mobilize students' interest in learning computers.
A good beginning is half the battle. In the computer operation class, through the school's multimedia display system, I made slides of students' computer works with certain basic computer knowledge, which were played on the teacher's computer with elegant music. The students immediately boiled and raised their hands to ask questions. I answered them one by one and encouraged them to succeed as long as they studied hard. So I began to patiently explain the related knowledge of painting to them. After a period of practice, students are no strangers to computers, so I took them into the world of Windows. Draw points, lines and figures on the drawing paper. After operation training, students learn how to use many tools and menus. By copying, cutting, pasting and moving, I learned the basic operations of files and folders. Until the class is over, the students are still in full swing and are reluctant to leave the teacher for a long time. Students' interest in computer learning is fully mobilized.
There will be bright spots in the teaching process. For example, the wonderful introduction that can stimulate students' interest in learning, the analysis of the important and difficult points of knowledge points in the teaching process, the transitional language between knowledge points, and the evaluation language that students reasonably appreciate should be recorded in detail for future reference. Similarly, in the teaching process, there will always be some unsatisfactory places in each class, such as improper language speaking or improper handling of teaching content. Teachers should think calmly after class and carefully analyze the reasons why students are indifferent and can't master knowledge well. In addition, we will have at least one city-wide teaching and research activity every semester, so that we can at least hear some excellent classes and apply their success to our own teaching. Therefore, we should reflect on our success and failure after each class, discard its dross, avoid making the same mistakes in future teaching, and use its essence in future teaching, so as to optimize our classroom teaching and effectively improve our teaching efficiency.
Reflections on information technology teaching. Information technology is a new course, which is of great significance for cultivating students' scientific spirit, innovative spirit and practical ability and improving their adaptability to the information society. In information technology teaching, we must explore new strategies and models of teaching and learning in information technology classroom teaching under the guidance of new teaching concepts and teaching theories and according to the new curriculum standards, tap students' potential and improve their quality, especially their ability to solve practical problems by using computers. Therefore, I adopted the following methods:
First, flexible use of teaching forms to stimulate interest in learning.
Students' learning motivation mainly comes from their strong thirst for knowledge and interest in what they have learned. The greater the interest, the greater the motivation and the better the learning effect. Students' interest in computers has a long history and has a deep sense of mystery. They are eager to know more about them and master their usage. They fantasize that one day they can operate the computer at will, make animations on the computer, chat online and so on. The information technology course just satisfies students' curiosity and thirst for knowledge. Now that their dream has come true, they can finally operate the computer directly. More practical opportunities provide students with a lot of hands-on operation space, which greatly satisfies their curiosity and active psychology. However, if the classroom adopts the traditional mode of "teachers talk and students listen", that is, "learning" follows "teaching", as long as "I say you do" is enough, and information technology is a subject with strong scientific and practical nature. If we follow the previous practice, students will easily have boring negative thoughts after their freshness and interest have passed. Therefore, in teaching, I adopt the method of "learning before teaching" for the content that is easy to master. The students learned and practiced, and soon overcame this difficulty. This method can stimulate students' interest in learning and greatly improve teaching efficiency.
Second, create a harmonious atmosphere and maintain interest in learning.
The practice of information technology teaching makes me understand that it is an effective means to keep students' interest in learning by insisting on the combination of encouragement and guidance, eliminating all kinds of psychological obstacles in students' learning, overcoming students' fear of difficulties and creating a harmonious learning atmosphere.
There are about forty-five students in each class, and most of them will encounter some problems when operating on the computer. As teachers, they are simply too busy, and sometimes it will inevitably dampen the enthusiasm of students who have not been tutored. Therefore, on the basis of grouping, I will let several students who have mastered it first learn to be "little teachers", grouping, which not only reduces the pressure on teachers to tutor students one by one, but also gives "little teachers" exercise.
It can improve their ability to analyze and solve problems, and at the same time, it can overcome the phenomenon that some students are afraid to ask questions to their teachers, so that all students can get their place. In this case of grouping, teachers have not lost their role. We just need to concentrate on tutoring individual computer "poor students" to improve their computer operation level as soon as possible. At the same time, students enhance their feelings, realize the importance of cooperation, and create a harmonious atmosphere of cooperative learning.
Third, try to organize teaching in a "task-driven" way.
"Task-driven" is a teaching method based on constructivism teaching theory. The principle of constructivism teaching design emphasizes that students' learning activities must be combined with big tasks or problems. Explore problems, stimulate and maintain learners' interest and motivation in learning. Create a real teaching environment and let students study with real tasks. Students must master the initiative in learning, and teachers constantly challenge and motivate students to move forward.
"Task-driven" teaching method conforms to the inquiry teaching mode and is suitable for cultivating students' innovative ability and the ability to analyze and solve problems independently. The information technology course is a practical, innovative and developmental course. "Task-driven" teaching method conforms to the hierarchy and practicability of computer system, and puts forward a progressive learning method from the outside to the inside, which is convenient for students to learn information technology knowledge and skills step by step.
In addition, we often use the rich contents of the subject to show students some suspense about new knowledge, so that students can make new discoveries and gains from computers in class, let students feel that computers contain so much knowledge and skills, stimulate their curiosity and exploration spirit, and maintain students' freshness and interest in information technology classes.
Reflection on information technology teaching 5 As a junior high school information technology teacher, how to make the class better, how to make students like it, and how to learn how to master it well if they like it. In the teaching process of these years, I have also accumulated necessary experience, which I would like to share with you.
First, teachers should improve their own quality and constantly enrich themselves.
With the rapid development of information technology, the implementation of new curriculum, the development of quality education and the promotion of educational informatization, as an information technology teacher, we should constantly recharge ourselves, arm ourselves with new knowledge and fully tap the potential of students. Teachers should give students a bowl of water and a bucket of water, so as to simply answer students' questions, constantly introduce students to the latest frontier of information technology development, stimulate students' eagerness to try, and convince teachers in the learning process, thus simply mobilizing students' initiative in learning and making students learn information technology a conscious behavior.
Second, skillfully design teaching tasks and adopt task-driven teaching process.
In the teaching process, information technology teachers should carefully study textbooks, carefully prepare lessons, and collect more relevant materials around the corresponding knowledge points, so as to skillfully design teaching tasks, design each task clearly, reasonably and scientifically, include all the knowledge points to be taught in each task, and decompose the data of each learning module into "tasks" that are easy to master. Let the students complete the corresponding tasks, so as to master the knowledge that needs to be understood. Let students study with real tasks and have the real initiative in learning. In the teaching process, teachers should also pay attention to guiding students to complete a series of "tasks" step by step from simple to complex, from easy to difficult, so as to ensure the smooth completion of teaching objectives, let them taste the fun of learning, satisfy their sense of accomplishment, and let every student experience the joy of success.
Third, adhere to the "teacher-led, student-centered" teaching structure.
In the curriculum reform, teachers can no longer adopt "spoon-feeding" and "spoon-feeding" teaching methods and change the educational model that hinders the development of students' innovative spirit and innovative potential. Let students change from passive understanding learning to active knowledge acquisition. Teachers should be guides for students' learning, encourage students' creative thinking, guide students to explore and study themselves, make students the real masters of learning, and give full play to students' initiative, purpose and creativity in the learning process. When designing some problems, teachers should grasp the gradient of the teaching process, carefully analyze the students' foundation and needs in teaching practice, teach students in accordance with their aptitude, and teach at different levels, so that students can try to solve their own problems, experience and improve themselves in their own practice. In the usual teaching process, teachers should guide students to participate in teaching activities and pay attention to all students, not individual students. Teachers should also talk less, let students learn independently, adhere to the teaching structure of "teacher-led, student-centered", and fully reflect teachers' multiple identities as educators, instructors and promoters.
Fourth, make boring theories simple and interesting, and stimulate students' enthusiasm and interest in learning.
In the teaching process, teachers should try to select some examples that are close to life, so that students can easily understand and arouse students' * * * In information technology teaching, students learn all kinds of knowledge. When studying information technology courses, students often prefer computer operation courses to theoretical courses. In fact, in classroom teaching, we can try our best to make boring things vivid. When teachers explain, they can use funny language and appropriate metaphors to quote events around them, which will arouse students' interest and recognition. For example, when I was reading the message "Information Everywhere", I gave an example: the bell on campus told us the information of classes and classes, and the smell of food when I walked through the cafeteria conveyed the information that we could eat. Through these little things around us, the students spoke enthusiastically, which made the students grasp the concept and carrier of information simply and made them draw inferences from one another. Use good metaphors and examples close to life to stimulate students' enthusiasm and interest in learning. Teachers can simply teach theoretical courses, students can study happily, and students can feel the colorful computer world.
Fifth, establish a harmonious relationship between teachers and students and enhance the charm of teachers themselves.
Under the guidance of the new curriculum concept, it is also very important to establish a harmonious relationship between teachers and students. Teachers should treat every student with a good mood and sincere smile in class, so as to narrow the distance between teachers and students, make students feel that teachers are approachable and amiable as much as possible, and let them devote themselves to their studies easily and happily. Questions can only be raised in time, and teachers and students can communicate in time. Teachers should constantly analyze students' feelings, be their mentors and friends, and establish a democratic and equal relationship with students. Grasp the "degree" of each link in the teaching process, create a harmonious classroom, create a simple, open and independent learning environment for students, let teachers interpret teaching harmoniously, and let students construct knowledge harmoniously, so as to continuously enhance the charm of teachers in the eyes of students, let the self-classroom exude spiritual brilliance, love students, respect students, and let students feel the existence of teachers, so as to achieve "pro-teacher, pro-teacher"
As an information technology teacher, we must pay attention to the comprehensive study of knowledge application according to the environment, constantly improve our professional level and teaching level, and constantly explore and summarize, so as to achieve the ideal teaching effect, thus achieving the overall goal of information technology education, improving the efficiency and quality of classroom teaching, and adapting to the requirements of the times!