In 2007, Hunan Province implemented the new curriculum reform in senior high schools, and general technology became a compulsory course in the new curriculum of ordinary senior high schools. This shows that the concept of curriculum setting in senior high schools has changed greatly, from exam-oriented education to practical education, which has had a strong impact on the traditional educational concept. During the holiday, I participated in the training of the new curriculum and learned a lot about the curriculum reform. More importantly, I also learned how to analyze problems, deepen problems and solve problems with my own actions. I can reflect on my own shortcomings after class and motivate myself to correct them. Personally, I think that if we want to teach the general technology course well, we must compile the trilogy, hoping to discuss it with you, learn from each other's strengths and optimize teaching. First, before class-carefully designed "lead-in" to stimulate students' interest in learning "A good beginning is half the battle". Wonderful classroom lead-in can not only focus students' attention quickly, but also treat learning as a pleasure and promote the smooth completion of teaching tasks. Therefore, teachers should carefully design the introduction according to students' psychological characteristics, be full of interest from the beginning, make students full of interest, have a strong desire for knowledge, and let students step into the door of knowledge in a happy mood. 1, introduction of design teaching situation. Teaching practice tells us that in the process of classroom teaching, teachers consciously design situations and bring students into situations by asking some enlightening questions related to textbooks, which is easy to stimulate students' learning motivation and cultivate students' learning interest. For example, when I was talking about "Man-machine relationship in design" in the second section of chapter 2 of the textbook Technology and Design 1, I brought two different mobile phones into the classroom for students to choose and explain the reasons. The students are very interested in this and have expressed their opinions. Teachers can easily introduce topics, so that students can feel the importance of technical knowledge in a pleasant and relaxed environment, thus stimulating them to learn new knowledge. In the process of teaching, as long as the teacher is a serious and responsible person, by creating a reasonable situation, it not only plays the role of organizing teaching, but also enables students to clarify their learning objectives and generate strong interest in learning. 2. Import with video. Teachers can play a video to stimulate students' curiosity and interest in learning and inspire students' thinking. For example, when talking about the third section of the first chapter of the textbook "Technology and Design 1", first show the students the film "Artificial Intelligence", and the students will watch it carefully, and then ask: "What inspiration can students get from this video?" So, where will the technology introduced in the future go? This makes students have a strong interest in learning this knowledge. Second, the classroom-to cultivate students' literacy and stimulate their enthusiasm for learning. As we all know, any course has a common feature: if students are unwilling to study, it will be difficult for teaching to achieve the ideal goal. But once this course is supported by exams, even the boring content can meet the requirements that our teachers want to achieve. The "general technology" is not supported by the college entrance examination, and students will learn or not. But the content of this course focuses on technical ideas and methods, which seems to make people feel that it is a boring course. If you follow the book, it may affect the enthusiasm of students to learn the series of General Technology. Therefore, to stimulate students' interest and enthusiasm, teachers' colorful classroom teaching is very important. 1, paying attention to the participation of all students and the whole process. For example, in the teaching of Chapter 4 "Finding and Defining Problems" in the textbook Technology and Design 1, I guide students to find and clarify technical problems worth solving through the investigation of people's needs and desires, and judge whether they have the technical ability and conditions to solve this problem. Next, I instruct students to list specific design requirements according to the design objects and existing working conditions, including standards and restrictions to be achieved. Students are required to list the design requirements in detail according to the specific situation, and the more thoughtful the better. I implement the teaching goal by guiding students to experience the process of technological learning, that is, every student is required to participate in technological activities, and every student must experience the whole process of technological activities. Guide students to generate multiple design schemes and strengthen process evaluation in design. Through the process of finding, analyzing and solving problems, students can have diversified thinking, form standardized operation behavior and realize the experience of emotion and values, thus improving their technical literacy and cultivating their innovative spirit and thinking. 2. Pay attention to the application of information technology in teaching. Information technology is one of the important tools of general technology. Introducing information technology into the teaching of general technology courses is not only an advanced concept and method for teachers to teach, but also an advanced concept and method for students to learn. Adopting this learning method can immediately reduce the difficulty of skill learning and improve the efficiency of technical learning. It fundamentally changed the presentation mode, teaching mode and teacher-student interaction mode of general technology teaching, and provided a colorful educational environment for students' learning and development. Judging from the advantages of computer network, computer network integrates words, graphics, images, sounds and animations to form an interactive system. In the teaching process of the integration of the two, the abstract concepts and contents of general technology can be visualized according to the teaching purpose and requirements, which has strong expressive force and appeal. This interactive way is of great significance to the teaching process, which can effectively stimulate students' interest in learning and make them have a strong desire to learn, thus forming learning motivation. For example, in the sixth chapter "Drawing Design Patterns" of the textbook "Technology and Design 1", students can use WORD or slide drawing tools to draw patterns. Practical activities and research reports can express their understanding and opinions through documents, slides and other tools. The experiment shows that after the curriculum integration, students' general technology knowledge, subject consciousness, practical work and information technology literacy have been significantly improved. 3. Pay attention to the combination of science and humanistic quality. General technology curriculum requires the combination of science and humanistic quality. In view of this goal, it provides teachers with a large space for curriculum implementation and students with enough performance opportunities. Try lectures, discussions, demonstrations, multimedia teaching and other teaching methods to promote the smooth implementation of teaching. In teaching, students are guided to experience the process of technology learning and participate in design practice, so that students can have diversified thinking, thus improving their technical literacy. In the first section of Chapter 5 of the textbook "Technology and Design 1", the design examples of desk lamps are analyzed first, and then students are asked to put forward new ideas from the designer's point of view. Some students also come up with the idea of making calcium carbide lamps from waste bottles and make them into models after class. When talking about the brainstorming method of "common creative techniques" in the second section of chapter 5 of the textbook Technology and Design 1, we use the brainstorming method of 10 as a group to organize students' discussion, and the discussion topics can be made by ourselves. I also give some topics: the transformation of small products such as blackboard eraser, toothbrush, schoolbag and home decoration; Developing small facilities for emerging families; How teachers organize teaching scientifically in new textbooks; Puppy love among middle school students; How to solve the generation gap between parents and children? One group designed electrostatic precipitator to reduce chalk dust, which not only enlivened the classroom atmosphere, but also gave them a stage to display their talents. Third, after class-academic evaluation, promoting the study of general technology courses is not supported by the college entrance examination, what should students do if they don't learn? This is a worry for every teacher. I think it is very important to attract students to learn, and so is the teacher's teaching method. Because there is no unified academic evaluation method, this gives us greater autonomy. In this regard, I have formulated a credit evaluation standard for general technical subjects: from the following three aspects, the usual homework and learning attitude account for 20%, the final exam accounts for 50%, and the work design and production accounts for 30%. If the above three scores total more than 60 points, students can get 2 credits. Otherwise, the credits will not be recognized, and students who can't get the credits must re-take. Participating in various innovation competitions can be used as reward credits to give different degrees of extra points. The knowledge content of this course can ensure the coverage and mastery of evaluation through written examination, in which 60% is in-class knowledge and 40% is out-of-class knowledge, which can basically evaluate students' ability to solve problems by comprehensively using technical knowledge. Once students have made clear the evaluation methods, they will actively cooperate with our teaching, achieve our teaching objectives and complete our teaching tasks. The arrival of the new curriculum reform is both an opportunity and a challenge for general technical teachers. This is because in the new curriculum reform, the position of general technology courses has been strengthened, and young general technology subjects have given teachers a stage to show themselves and realize their self-worth. However, it is precisely because the subject is young, teaching has not yet formed an effective mechanism, teaching research and teaching experience summary are still insufficient, and more difficulties may be encountered than other subjects in the process of curriculum reform. Only by persisting in continuous practice, exploration and innovation on the road of new curriculum reform can we really build an innovative teaching model that fully meets the needs of new curriculum reform and promote the development of education in China.