With the deepening of the new round of high school teaching reform, the college entrance examination plan in 2007 is "3× 1", in which "1" focuses on the detection of students' comprehensive basic ability. As one of the components, "general technology" can better cultivate students' practical ability and innovative ability compared with other disciplines.
As a general technology teacher, as I have just come into contact with this course, it is inevitable that I am somewhat unfamiliar with this course and lack rational understanding. With the step-by-step development of the general technology "Technology and Design 2" this semester, I found a point in my constant contact, which is aimed at the difference between "Technology and Design 1". It is compulsory two that is more practical. Compared with compulsory one, compulsory two can arouse students' enthusiasm for learning and let them devote themselves to the learning environment with full passion. Why do you say that? There are three reasons:
1. The content is extensive but not unfamiliar.
Throughout the book, the examples analyzed in almost every section can be seen everywhere in our real society, such as: benches, ropes and lamps in the first section of the first chapter; The potato sowing process in the first section of the second chapter; In the first section of the third chapter, there are many examples such as the greenhouse environment system. As students, they will easily participate in the learning process unconsciously, because any student hopes to expand his knowledge and satisfy his thirst for knowledge through learning, especially for common things in real life.
2. The study of things in real life is deeper than usual.
For example, an example in the first section of the first chapter, the study of three benches, in the eyes of students, benches are common things in real life. Among the three benches listed in figure 1-2 on the third page of the textbook, students may easily identify which one is more "solid", but they may have different views on which one is more "stable". Some students even regard it as "stable" when the teacher draws a conclusion, and some students may have such questions. With many questions and their strong thirst for knowledge, teachers can "bench" into the focus of this chapter: the understanding of strength and stability. We can distinguish which one is more "firm", but there may be different views on which one is more "stable", and some students even confuse "firm" with "stable". Therefore, when the teacher draws a conclusion, some students may have such questions. With many questions and their strong thirst for knowledge, teachers can take the "bench" as the analysis object and enter the focus of this chapter: the understanding of strength and stability is actually a "natural" process. If students understand, they are all wet. It turns out that "firmness" and "stability" are two unrelated terms. In this way, students can devote themselves to the later learning process with more enthusiasm.
3. The temptation of "becoming a designer" and a platform for cultivating practical ability and innovative ability.
At the end of each chapter, there is a space for students to design, which is also the step for them to become designers. Personally, I think adding this part to each chapter is a "finishing touch". There are two reasons:
1. Each scheme design process is a process of "killing three birds with one stone".
And each student personally designs the scheme, which is actually a gradual learning process, so that students can understand the knowledge points, master the knowledge points, and then use the knowledge points. Through this process, students can not only master the knowledge points of this chapter, but also form a good learning cycle order from thinking, analyzing and solving problems, which is more conducive to students solving problems in real life. From this perspective, isn't this "killing three birds with one stone"?
2. The process of designing each scheme is not only the process of cultivating students' design communication ability, but also the platform of cultivating students' practical ability and innovation ability.
When each student is checking his own design scheme, it is probably from his own point of view. Therefore, it is impossible to observe, consider and evaluate his own design scheme from a more comprehensive and objective perspective. For the omissions, it is very likely that other students found them when observing from their own perspective, and then discussed and exchanged, and carefully thought about the plan, so as to continuously improve and optimize. This process is actually a process for designers to show themselves, and it is also a process of continuous exchange of technologies, or a process of continuous improvement and optimization of design schemes. Isn't this another kill three birds with one stone?
In the process of design, from another perspective, not only can the effect of "killing three birds with one stone" be achieved, but also students' practical ability and innovation ability can be cultivated. Especially in today's society, in the face of the rapid development of high technology, if you want to be a winner who will not be eliminated by society, you must have certain ability, and innovation ability plays a vital role in its comprehensive ability. For example, the "5W-2H" questioning method pioneered by the US Army has a great influence all over the world. Its essence is an innovative and intelligent method to solve a problem that needs to be solved from several aspects. There is also a famous "brainstorming method", which not only allows everyone to exert their innovative ability, but also allows many people to inspire each other and produce more novel ideas, which can get rid of the shackles of ideas and help to produce novel ideas. These examples can illustrate the importance of cultivating innovative ability. When students personally participate in the design process, they also create a good atmosphere for innovation. In the design process, they can use the "brainstorming method". Through discussion and evaluation among students and communication between them, many innovative ideas are likely to be born, although some ideas that are not in line with scientific laws may appear. However, if you think about it carefully, you will find a common truth from many things in real life, that is, the idea at a certain moment is not "absolutely correct". For example, more than a thousand years ago, human beings regarded "flying into the sky" as a myth. Who would have thought that more than 1000 years later, human beings would "fly to the sky" by planes and spaceships?
In the process of designing the scheme, we can not only integrate the whole process of making the scheme into the whole practice, but also help students to think creatively in activities, thus improving their practical ability and innovation ability to a greater extent. Looking back, isn't it what we expect to cultivate students' practical ability and innovative ability?