The importance of informatization of teaching means has been recognized by more and more teachers. It optimizes and integrates network resources, information technology and courses, improves students' comprehensive ability, especially their innovation ability and information processing ability, and urges students to complete their learning tasks actively and happily. As a compulsory course for secondary vocational school students, moral education plays a key role in cultivating students' moral quality and healthy psychology. Therefore, in order to enhance the charm of moral education classroom, moral education teachers in front-line secondary vocational schools should introduce information technology into moral education classroom to keep up with the tide of information teaching.
First, the status quo of moral education
1. The information teaching method is single.
Many teachers only use multimedia teaching in actual teaching, and mistakenly equate multimedia teaching with information teaching. In fact, there is an essential difference between the two. Multimedia means is only one of the means of information teaching, and it is a tool to assist teaching. Information-based teaching uses the learning resources provided by information technology to encourage students to explore independently, interact in multiple ways, learn cooperatively and share resources. Finally, effectively train students' innovative thinking and practical ability. Without an effective distinction between the two, it is naturally impossible to make use of the diversity of information-based teaching methods to systematically and pertinently design the teaching content and teaching process, and only simply pile up resources. The organization and arrangement of teaching content are unscientific, and the presentation method does not conform to the inherent logic system of the course and the cognitive law of students. In many years of moral education teaching, the author found that the reason why students don't like moral education classes is that only learning professional courses well can be more conducive to finding jobs in the future, but moral education classes can't play such a role. Although most moral education teachers have realized the disadvantages of the old teaching model, they still haven't given up their inherent teaching methods in essence.
2. The information technology level of moral education teachers is not high.
Most teachers can only make simple courseware. Teachers do not have certain information technology ability, so it is difficult to carry out information teaching.
3. Lack of moral education teaching resources.
The hardware conditions of each school are not uniform, so it is difficult to share resources. Try to use the latest cases in moral education teaching. Looking at the current teaching resources, the teaching resources suitable for moral education in secondary vocational schools are lacking and of low quality, and many resources only pay attention to the superficial form without paying attention to the content of the resources themselves. The development of teaching resources needs moral education teachers in secondary vocational schools, but their abilities are seriously insufficient.
Second, the development of education will inevitably move towards informationization.
The application of information technology in new teaching methods has had a great impact on traditional educational ideas, concepts, modes, contents and methods, which is helpful for teachers to quickly change their educational concepts and improve the quality of moral education. It is helpful to increase the interaction and cooperation between teachers and students in the process of moral education teaching; It is helpful to expand moral education teaching resources. The integration of information into moral education is also a new direction of moral education reform and exploration in secondary vocational schools.
Third, on the moral education information teaching suggestions
1. We must change our educational concepts and improve our information technology literacy.
First of all, teachers should change the role of classroom, that is, from the role of imparting knowledge to the role of classroom organizer, that is, organize students to study in class purposefully and in a planned way. Teachers no longer provide knowledge information directly, but cultivate students' ability to acquire knowledge through teamwork and let them complete their own inquiry activities. How to choose effective classroom teaching information resources, how to present them and how to complete a high-quality classroom in classroom teaching design are the primary problems faced by moral education teachers. Therefore, teachers need to master certain information technology, such as the ability to use computers, make courseware and control network software.
2. Make full use of information-based teaching methods to enrich classroom teaching.
Moral education in secondary vocational schools is a comprehensive subject that attaches importance to vocational training. Network resources provide more successful cases and real resources for moral education teachers to keep pace with the times. Teachers can better combine students' majors with their lives in teaching design, so that students can use various information means to better expand their knowledge points and fully mobilize their learning enthusiasm. For example, in the course of Philosophy and Life, when talking about the teaching content of "looking at interpersonal relationship from the perspective of universal connection", the author starts from two aspects: "learning to look at problems from the perspective of universal connection" and "looking at interpersonal relationship from the perspective of universal connection", mainly learning the basic viewpoints of materialist dialectics, paving the way for the following content of "building harmonious interpersonal relationship". Stimulating students' awareness of active development is also the focus of the fourth lesson, which is the key premise to realize the teaching objectives of this course. The author has properly handled the teaching materials and expanded the content of grasping the relationship between things as a whole. The author also makes full use of students' professional resources and network resources, and distributes the learning plan of this lesson through WeChat one week in advance, pointing out the learning objectives and key difficulties, so as to facilitate students to study efficiently in a planned way before class, purposefully and prepared during class. Students are required to download micro-lessons, study plans and the case "Everyone is a Taxpayer" made by teachers through the online platform (Blue Moyun Classroom), WeChat and QQ, to conduct independent learning and complete the platform test. Through the test results, the author re-establishes the difficulty of "grasping the relationship between things as a whole" and makes teaching arrangements. Teachers check in groups before class, watch video cases in class to stimulate interest, ask questions to stimulate thinking, set task one, make mind maps or contact maps, and show the identification of works, thus breaking through the key and difficult points.
Students have added the specialized course "Basis of Taxation" this semester, and most of them are difficult to understand the proper terms of taxation, resulting in fear. The vivid and humorous presentation of video cases not only eliminates the fear, but also discusses the production process in groups from the viewpoint of universal connection through the analysis of cases, and gradually realizes the key and difficult point of this lesson, that is, "the connection in materialist dialectics is universal, objective and complicated". At the same time, the author limited the time and urged the division of labor within the group to be clear, otherwise the task could not be completed. This process not only improves students' autonomous learning ability, but also greatly improves students' sense of responsibility, teamwork ability and expression ability. Then experience guidance and role-playing. Group discussion emphasizes all aspects of real life. Through students' role-playing and evaluation, students can experience more deeply that people live in interpersonal relationships and cannot survive and develop in isolation. We should treat interpersonal relationship and social interaction correctly with a positive attitude.
Homework is arranged in different levels to meet the learning needs of different students and strengthen the consolidation of knowledge points. Further strengthen knowledge expansion, watch the micro-class "Social Development Needs Skilled Talents" produced by teachers, so that students can feel that the development of enterprises is closely related to skilled talents, skilled talents and vocational education, build up students' learning confidence, and let students realize that going to school is like going to work, and attending classes is like taking up a post. Finally, teachers and students exchanged learning experiences through WeChat and QQ, and students' knowledge was improved. The whole teaching is task-driven, combined with professional characteristics, a variety of teaching methods, such as task-driven, scenario creation, group discussion, role-playing, etc. Comprehensive use of network platform, modern multimedia teaching, micro-course, WeChat, video and other teaching methods to encourage students to explore independently and cooperate in groups. Information-based teaching makes the classroom lively and interesting, stimulates students' initiative in learning, and integrates and processes the teaching content in combination with students' reality, which plays a multiplier role in completing the teaching task.
In short, the pace of information-based teaching has entered the actual teaching, and its development is unstoppable. As the front line of teaching, the task of moral education teachers is the most important. Teachers should actively use information-based teaching methods to make moral education courses exude infinite charm and improve the timeliness of classes. At present, there are still many difficulties in moral education, which requires teachers to explore reforms and accumulate experience in teaching practice. Moral education teachers must conform to the requirements of the times and actively carry out the practice and exploration of information-based teaching.
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