In 2004, the state officially promulgated the "Technical Curriculum Standards for Ordinary Senior High Schools (Trial)", which not only greatly expanded and deepened the curriculum content, but also greatly changed the nature of the curriculum. In the modern teaching concept, it is emphasized that students are the main body of learning, giving full play to students' subjective initiative in teaching, and forming their own knowledge system through students' participation, thinking and summary. Practice shows that the teaching modes such as hierarchical teaching, group teaching and task-driven can give full play to students' subjective initiative, enhance exchanges and cooperation among students, enable students to better master information technology knowledge and improve information literacy.
First, hierarchical teaching
Before class, get to know the situation. According to the differences of students' knowledge base, learning ability and interest, students are roughly divided into three levels: the first level: students have rich information technology knowledge, strong learning interest and learning ability, and generally do not meet the basic content of the textbook. The second level: students are average in all aspects, and they can master the knowledge taught by teachers in classroom learning, but they lack the initiative to learn. The third level: students have little direct contact with information technology knowledge or poor learning ability, or have no interest in computers, so they have some difficulties in learning.
In teaching, the whole class explains collectively according to the teaching objectives and requirements, and then arranges students to do exercises. Generally speaking, students at the first level often finish exercises and quickly master the teaching content. It is not difficult for the second-level students to complete, so they can arrange the first-level students to help and guide in groups, and the teachers will concentrate on tutoring the third-level students.
In terms of teaching depth, the determination of teaching objectives should be based on the analysis of students and specific teaching content. Setting hierarchical goals should follow the principle of "not only let all students reach the basic goals required by the syllabus, but also let students with spare capacity reach the learning beyond the curriculum requirements", so that the target level can adapt to the existing development level of all kinds of students and enable students from different starting points to achieve their goals.
In this way, the application of hierarchical teaching method in classroom teaching can overcome the contradiction between teaching content and students' hobbies and the polarization of students' knowledge level, truly take students as the starting point, give full play to students' enthusiasm and initiative, and inject new vitality into the teaching of information technology courses in schools.
Second, group teaching.
Grouping teaching adopts grouping for information technology classroom teaching, so we must make full preparations in the early stage and make detailed plans and plans for the problems that may be encountered in the complete implementation of grouping teaching to avoid grouping becoming a mere formality. Students can be grouped according to their computer knowledge, academic performance, etc. through questionnaire survey or usual class performance. There are about 3-4 students in each group, and each group should ensure at least one student with rich knowledge and strong organizational ability as the leader of the study group, who is responsible for assigning tasks, supervising and inspecting the study of the group members, and cooperating with the implementation of group teaching. In the teaching process, the group leader is not only responsible for maintaining the discipline of the group, but also can partially solve the problems raised by the students in the group, and at the same time analyze and summarize the problems in the group teaching practice and give feedback to the teachers in time. Group teaching mode creates conditions for communication between teachers and students.
Group activities require students' great consciousness and initiative, which has a great relationship with their own learning ability, learning attitude and learning methods. It is very important to choose the leader of the group. Only by effectively managing the group leader can we better serve the teaching. First, the teacher should clearly tell the group leader the teaching objectives, key points and difficulties of each class, so that they can know fairly well. After a period of tempering and running-in, each group leader can really become the teaching assistant of the group members, and the cooperative relationship between the group members is more stable and reliable, so that they can form a learning body and improve their theoretical and practical level.
In this learning environment, students' ability and methods to acquire knowledge are actively constructed through independent inquiry or cooperative communication with the help of teachers and classmates. While becoming the master of learning, emotional communication develops healthily and personality can be perfectly displayed. In class, the teacher assigns "tasks" for each group to compete. In the competitive situation, students will frequently ask questions about difficult "tasks", and the team leader will give timely guidance and help each other in the group within his ability. Team members complement each other, help each other and offer suggestions. The team spirit of Qixin cooperation will be cultivated and embodied in a subtle way, and teachers can better grasp the teaching rhythm, tour guidance and point out one by one.
After students finish their homework within the specified time, they will comment on each group by combining self-evaluation, mutual evaluation, group evaluation and teacher evaluation according to the completion of "tasks" or projects, the writing consciousness of each group, the participation of team members and the mastery of progress. Students gradually improve themselves in the process of accepting others' evaluation. At the same time, in the process of evaluating others, we should also reflect on our own problems and correct our own behavior. Enable students to further strengthen their understanding and memory of the course.
Third, task-driven
Task-driven teaching method runs through the whole teaching process. Teachers should first carefully analyze the teaching objectives, subtly include the teaching objectives in the contents that students are interested in, and achieve a teaching objective by letting students complete a practical task that includes some specific knowledge or ability training. Decompose the teaching content into a series of well-designed tasks, so that students can complete the tasks set by teachers through independent inquiry or group cooperation. The process of completing the task is not only the process of students applying existing knowledge, but also the process of students learning new knowledge independently. In the process of completing the task, students' ability to analyze and solve problems is cultivated, and at the same time, their awareness and innovation ability of using information technology are cultivated.
There are two ways for teachers to create tasks. The first way is teacher's creation. Teachers play a leading role in teaching and create tasks according to teaching objectives, teaching priorities, learning difficulties and students' learning level. The second is that teachers and students create together, and teachers play a guiding role. For example, teachers create problem situations to guide students to put forward tasks, or teachers design highly open tasks, and students design their own tasks according to their own experience.
Whether the task design is reasonable is the premise of the successful implementation of task-driven teaching method. Task-driven method is to create situations that students are interested in and fully mobilize students' subjectivity and initiative in learning. The task should be targeted, that is, the task is carried out around the teaching objectives. The task of design should be divided into steps, which varies from person to person. When designing "tasks", teachers should proceed from students' reality, fully consider students' existing cultural knowledge, cognitive rules, students' hobbies, acceptance and other characteristics, and truly teach students in accordance with their aptitude. The design of driving "task" should pay attention to the integration of theory with practical problems, which is operable. Teachers should master the teaching materials carefully before class, and in the process of task design, they should include the knowledge points and skills of each class, and the task must be consistent with the learning theme.
After the task is completed, students' learning effect should be evaluated. The evaluation task can be a group, and the members of the group can communicate, discuss and evaluate first, and make corresponding changes to the imperfections. Teachers organize and guide students to carry out self-evaluation and mutual evaluation activities, praise those who have completed the task well, and give guidance or admonition to those who have difficulties or defects in completing the task. Through effective evaluation, we can not only improve and enrich students' cognitive structure, but also understand their own learning situation. For teachers, students' mastery of knowledge and skills can be understood, thus providing accurate information for the next teaching design.
Task-driven teaching method is just a teaching method. According to the teaching goal, combined with the learning content, and in accordance with the idea of "from big to small, step by step", the overall goal is decomposed into small learning modules at different levels, stages and hours, and each module corresponds to an easy-to-master task. Enable students to better master information technology knowledge and improve information literacy.
Since the autumn of 2004, 20 provinces and cities across the country have carried out new curriculum experiments in ordinary high schools. According to the overall deployment of the new curriculum experiment of ordinary senior high schools in the Ministry of Education, the new curriculum experiment of ordinary senior high schools in Chongqing has been fully launched in the next semester of 20 10. Teachers have different views on the information technology curriculum reform in senior high schools. Some teachers think that the new curriculum reform has many disadvantages, so it is better not to change it. In my opinion, no reform can be achieved in one step, and it is a process of continuous exploration and progress. Only through reform can we change the present situation of information technology education in senior high schools and improve students' information technology literacy.
As a high school information technology course, because it is not a college entrance examination subject, its status has been weakened to a great extent, and students and schools have not paid enough attention to it! So how should a high school information technology teacher know about information technology teaching in middle school? How to adapt to the present situation and reform of information technology education in middle schools? Through the teaching of information technology in senior high schools in recent years, I have summarized the following experiences:
Correct attitude of information technology teachers.
Undeniably, the status of this course has improved since the new curriculum reform. However, because the new curriculum reform of information technology in senior high schools in our city has just been implemented, the assessment mechanism of information technology is not clear, and influenced by the traditional examination mechanism, people will still take whether they enter the college entrance examination as the standard to measure the importance of a course. For a common phenomenon, if someone asks a teacher which subject he teaches, the information technology teacher will generally show contempt after answering, because information technology is equivalent to bean sprout class. Although information technology, as a discipline in the technical field, which is one of the eight major learning fields, makes information technology side by side with physics, chemistry and other disciplines, and also serves as a course of academic level test, in fact, among all senior high school teachers, the status of information technology teachers is still at the bottom.
Therefore, information technology teachers are required to have a correct attitude and face it seriously. In the past, an information technology teacher expressed this feeling: "The information technology class is great!" Another teacher said: "I never need to prepare lessons in class, and the notes for preparing lessons are used for school inspection." In the traditional information technology class, the teacher's role is to introduce all kinds of commonly used office software in turn, so the "Microsoft instruction" teaching appeared. In class, do whatever you want and say whatever you want. In fact, classroom teaching is in a state of confusion and disorientation. Taking this course seriously is not only to lay the foundation for information technology to enter the college entrance examination in the future, but also to be responsible for students and be a good teacher.
Improve the professional knowledge of information technology teachers
We often find such a phenomenon: most information technology teachers are complaining, complaining, or talking about topics such as low status, poor treatment, and leaders' neglect. I think only we can change the fate of information technology teachers, let go of our complaints, improve our professional level and realize our self-worth through active study, communication, research and reflection.
The professional knowledge of information technology teachers includes two aspects: teaching ability and professional technology. Many IT teachers have good professional skills, but poor teaching ability. In this case, there are more male teachers. Another is that their teaching ability is good, but their professional skills are poor. In this case, there will be more female teachers. The main reason for this situation is that the teacher pays attention to one aspect and ignores the other.
Therefore, our information technology teachers are required to keep learning and keep pace with the times. Schools can organize teachers to participate in regular training, not only in teaching, but also in professional technology. Many people think that some schools have information technology teachers, but they are not dedicated to their work, and often have several jobs and become "audio-visual education nannies". Some teachers even say that their roles are "goalkeepers" who lead the time check and "maintenance workers" whose computers are broken, so they can't concentrate on teaching like Chinese, mathematics and English. But I think that as long as teaching tasks and other responsibilities are arranged reasonably, teaching can be better promoted, because information technology is different from other disciplines and is an organic combination of theory and practice. The purpose of teaching is not only to let students master theory, but to solve practical problems in life through theory.
Attach importance to teaching design
According to the survey, 99% students are interested in information technology. 8%, from this data, we can see that students are interested in information technology, although this interest may only be for playing games and watching movies. After the curriculum reform, why don't we reflect? Why are students not interested in our class content? Is the teaching method too boring, or is the game too interesting to distract students? In any case, we should make them feel fun in their study, not because the teacher is full of words, but because the students want to learn.
Under the new curriculum reform, some teachers have changed their old ideas and set up new educational ideas. Everyone tries his best to design classroom teaching according to students' daily needs. For example, in the course of "Knowing IP Address" in the application of network technology, some teachers use the answer method of Happy Dictionary to teach it, which is easy to enliven the classroom atmosphere. A teacher is talking about the composition of the IP address is designed like this:
Teacher: "Do you have a landline at home?"
Health: "Yes"
Teacher: "I'll tell you the phone numbers of some departments in our school, and you can find the rules."
Teacher: Yes, the telephone number in daily life consists of two parts. The former part indicates the area where the telephone belongs, and the latter part indicates the telephone number of the area. On the Internet, the IP address of a computer is also divided into two parts, namely "network identification" and "host identification".
The students knew the structure of IP address at once, and then the teacher took the opportunity to guide, "Can the phone numbers be the same?" The students said in unison, "No!" So the teacher said, "Our IP address can't be duplicated. All computers in the same network use the same network identifier, and each computer has a unique host identifier. These two parts constitute the IP address. " After such guidance, many students are enlightened. It can be seen that this elaborate teaching design conforms to the concept of new curriculum reform and students' existing cognitive level. Teachers teach easily and students learn happily. At the same time, students feel that information technology classes are not as boring as before.
Attach importance to the cultivation of students' information literacy
In the new curriculum standards, it is particularly emphasized that starting from problem solving, students should personally handle information, communicate and cooperate with each other, especially in combination with students' life study and design problems, so that students can master the ideas and methods of applying information technology to solve problems in the process of activities, and at the same time, students are encouraged to apply the information technology they have learned to practical activities such as production, life and even scientific and technological innovation.
For example, when explaining the "information world where good and bad coexist", the design of emotional attitude and values education is very challenging. On the one hand, we enjoy all kinds of benefits brought by the information world, on the other hand, we have to face the attacks from the network. Although the textbook mentions "Internet cafes", it is difficult for students to think if it is only used as information. So there is a debate that "the advantages of high school students surfing the Internet outweigh the disadvantages, or the disadvantages outweigh the advantages". Practice has proved that debate has aroused students' enthusiasm, stimulated their desire for expression and competition, and cultivated their ability to express, exchange and evaluate information and cooperate with each other.
In short, curriculum reform is a process of continuous exploration and progress, and this process will not be smooth sailing. Therefore, information technology teachers should keep learning and understanding, and solve problems with a positive attitude in combination with practice. Our country contributes its strength.
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