Wang Jiecheng (No.1 Middle School, Gaoming District, Foshan City, Guangdong Province) Abstract: To improve the effectiveness of general technology classroom teaching, we need to overcome the problems existing in the teaching process. This paper puts forward relevant solutions to the problems that affect the effective teaching of general technology. Keywords: general technology; Effective teaching; Factors; Countermeasures "General Technology" is a brand-new course for teachers. Teaching this course effectively has become a test for teachers, not only to overcome the influence of unfavorable factors such as education authorities and students, but also to challenge teachers' knowledge reserves and ability literacy. How to effectively teach general technology courses is a problem that our general technology teachers are discussing. Based on my teaching practice in recent years, I talk about the factors affecting the effective teaching of general technology and its countermeasures. 1. Factors affecting the effective teaching of general technology: 1. Relevant policies and measures related to the factors of the competent departments and schools (1) are still not in place, such as the standard of general technology class hours, the standard of teachers' workload, the allocation of technical laboratory personnel, the allocation of special classrooms for general technology, and the evaluation of teachers' professional titles, which will all affect the opening of general technology courses and the healthy development of disciplines. (2) School leaders generally despise technical courses: due to the influence of "exam-oriented education", the key work of the school is centered on the college entrance examination subjects, and technical courses are ignored. The performance is that there are few class hours, and some schools require general technology teachers to complete two compulsory courses, technology and design, in the first and second school years. "/kloc-how to complete the teaching task of 36 class hours in 0/8 class hours?" (3) Resource matching: The general technology course is practical and has certain requirements for special classrooms and equipment. On the one hand, it puts forward higher requirements for the school's venue and capital investment. However, some schools fail to meet the standards of offering courses in terms of facilities and equipment, which affects students' operation and experimental activities, autonomous learning and cooperative learning. 2. Teacher factor (1) Lack of teachers: There are no professional general technical teachers, and teachers with different professional backgrounds have different abilities in curriculum concept, teaching experience, educational function and technical literacy. (2) The training system of general technology teachers needs to be established: at present, there is no major to train general technology teachers in normal universities, and most of the school teachers are transferred from physics, chemistry, biology, information technology and other majors. From the point of view of knowledge and ability, the main contents of general technology courses, such as technical design, technical culture, technical experiment and technical product making, are all brand-new for teachers who have transferred to other posts and need to learn. On the other hand, they must learn and practice the new curriculum ideas. It takes a certain time and process to establish the new curriculum concept and cultivate the knowledge and ability structure. (3) The concept of the new curriculum is not fully grasped: there are some phenomena, such as less interaction between teachers and students, more teachers talking, less students' autonomous learning, knowledge construction activities and practical activities. 3. Student factor 1. At present, most students still stay in the wrong understanding of studying for the "exam". As time goes by, students' learning burden in other disciplines increases, and some students use general technology courses to do homework in other disciplines, which indirectly causes an inequality among students. Some students mistakenly regard general technology as a subject of music, physical education and art. 2. Students are not afraid of the course content, and then think that it is enough to listen casually in class or teach themselves after class. Over time, some bad phenomena have appeared, such as insufficient investment in curriculum energy, not listening carefully in class, and "absent-minded" Second, the countermeasures to implement the effectiveness of general technology teaching In view of the above subjective and objective problems, we must adopt appropriate methods in teaching in order to effectively improve the efficiency of classroom teaching. 1. Be good at guiding and stimulating learning interest. Learning any course has a common feature: if students are unwilling to learn, the teaching goal will be difficult to achieve. However, no matter how boring the content is, we can use the magic weapon of examination to achieve the goal that teachers want to achieve. However, "universal technology" is difficult for students to submit, because without the support of the college entrance examination, they have to find another way. After pre-class investigation, we found that 90% of the students had a good impression on the course after they got the compulsory book Technology and Design 1, which was related to the cover design of the textbook, because the cover showed a series of courses related to "General Technology": "Automobile Driving and Maintenance", "Electronic Control Technology" and "Making Simple Robots", which were all practical and interesting courses. However, Technology and Design 1 is not as interesting as expected, and its content focuses on technical ideas and methods, which seems to make people feel that it is a boring course. If you follow the instructions in the book, it may affect the accumulation of students' learning of General Technology series. Therefore, in teaching, we should take students' life experiences, social hotspots, cutting-edge technology and other information as examples. For example, why do some electric fans stop turning after falling? After cooking, why does it automatically keep warm? The working principle of induction cooker, etc. I find that students are very interested in these questions. Every time they talk about such a problem, they discuss it enthusiastically and listen carefully. Stimulate students' strong interest in learning and actively participate in the study of subjects. And let students understand that through the study of this course, they can master the ideas and methods of technical design, and have the ability to engage in technical design activities and do what they want to do. 2. The lecture is lively and makes it enjoyable. There are many long narratives in the textbook. After reading it, the teachers organize it into pictures and pictures, which can make the students enjoy listening to the class. From the beginning of human grinding stone tools and drilling wood for fire, technology has begun a historical journey to meet human needs. In life, human beings need clothes to keep out the cold, so they have textile, printing and dyeing, and sewing techniques. Need to eat to supplement energy, so there are food cooking and processing technology, crop cultivation and livestock breeding technology; To shelter from the wind and rain and resist foreign invasion, there is the emergence of architectural technology; Need to travel to know the wider world, so there is a manufacturing technology to produce vehicles and ships; Keeping in touch with others requires communication, so communication and post and telecommunications technology came into being ... making illustrated presentations through multimedia and using the Internet to obtain rich and colorful picture materials, so that students can easily acquire knowledge by looking at wonderful pictures and teachers' explanations, and attending classes becomes enjoyment. Without the pressure of college entrance examination, why not make teaching and learning easy and enjoyable? Boring and meaningless content is boldly deleted, and interesting content that students like is inserted. For example, the third chapter of the textbook "Design Process, Principles and Evaluation" and the second section "General Principles of Design" are "Moral Principles". In order to make it easier for students to understand this problem. I used the recent case of "beef with water injection" in our district to make a video program for students to watch, so that students can clearly understand the production process and harm of beef with water injection. So as to educate our students to follow moral principles in future technical design activities and not to do illegal things in order to make more money. 3. Strengthen classroom interaction. In class, students are actors and teachers are directors. How teachers guide each class well is a very important topic that we need to discuss. In my opinion, if we study the textbook carefully and understand the spirit of the textbook, we can "transform" most of the contents of the textbook into "problems", and by guiding students to think and discuss "problems", we can greatly exert their enthusiasm and initiative. For example, the third chapter of the textbook "Design Process, Principles and Evaluation" and the second section "General Principles of Design". After teaching the principle of innovation, I designed such a question: "From the first electric washing machine designed by American engineer Alva Fessyl to today's intelligent washing machine with drying function, what innovative ideas do you have for the future washing machine?" The students' thinking immediately became active, and many creative ideas were put forward: for example, microbial laundry: designing a chemical liquid medicine, spraying it on clothes to produce many microorganisms with cleaning function, and "eating" the dirt on clothes; Wardrobe with washing function: there is an ultrasonic generator in the wardrobe, which can "shake off" the dirt on the clothes and the vacuum cleaner sucks it away; Circulating laundry detergent: design a liquid that can replace water, can be repeatedly filtered and recycled, and will not shrink clothes, and a washing machine using this liquid. ..... This kind of classroom discussion fully mobilized students' enthusiasm and actively participated in classroom activities. Student's reaction: A class passed quickly, and there was a feeling of wanting more. 4. Let students do more, experience the fun of technical design, let students do more, and evaluate the production results, or encourage creative works to participate in the youth science and technology innovation competition, which can let students experience the fun of technical design and the joy of success, and cultivate their innovative spirit and practical ability. For example, the textbook "Design Process, Principle and Evaluation", Chapter 3, Section 1, "General Process of Design", requires students to design and make a portable small bench after class. Students use their intelligence to design and manufacture various detachable benches with small size, light weight and heavy load. We organize students to evaluate the small bench in time, which can greatly improve the enthusiasm of students in making and designing. 5. Take a variety of ways to evaluate academic performance. Without the support of the college entrance examination, what should students do if they don't take general technical courses? This is a problem that every teacher cares about. 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. The following methods can be adopted: homework accounts for 20%, class activities account for 20%, questions and answers account for 20%, and written test scores account for 40%. Once students have made clear the evaluation methods, they will actively cooperate with our teaching, achieve our teaching objectives and complete our teaching tasks. Third, teaching reflection 1. The cultivation of general technology teachers and teachers' professional growth Because general technology involves a wide range of knowledge, many teachers always feel that their knowledge is not enough. Therefore, the professional training and growth of teachers has become a top priority. Because it is a new course, there are no teachers with professional counterparts, and many teachers have switched to other disciplines. Therefore, the organic combination of teachers' original subject knowledge background and general technical subjects has become the key to teachers' growth. An excellent technical teacher should not only have lofty professional ethics and profound knowledge, but also have skilled professional skills. How to train qualified teachers of general technology? First of all, from the perspective of knowledge and ability, the main contents of general technology courses, such as technical design, technical culture, technical experiments, technical product making, etc., are brand-new to teachers who have transferred to other posts and need us to learn. Therefore, we need to adjust our knowledge structure in teaching. There are still many ways to readjust one's knowledge structure in general technology teaching, such as self-reflection and summary, teaching and research activities of teaching and research groups, reading some technical professional books and periodicals, consulting materials online, communicating with students after class, participating in general technology professional training at all levels and so on. Secondly, the school can hire part-time teachers of general technology courses from technicians of other related professions in society, or invite them to participate in the training of relevant general technology courses or undertake the teaching tasks of general technology courses with certain contents, so as to cultivate and establish a qualified teaching team combining full-time and part-time jobs. Let teachers learn from each other and exchange what they need. Then, strengthen the connection between general technology teachers and society, and create opportunities for teachers to practice. Technical practical knowledge and ability is an important part of the knowledge structure of general technical teachers. The acquisition of technical practical knowledge depends not only on teachers themselves, but also on society and schools to create good conditions and opportunities for them. The administrative department of education or school shall organize teachers to go out to the society, factories and fields, learn professional skills with skilled workers, agricultural technicians and automobile drivers, strengthen practical training, and strengthen technical knowledge learning and practical operation. 2. Students' active learning enthusiasm is not strong, so it is difficult to mobilize students' learning enthusiasm and cultivate students' interest in learning. I think the reasons mainly come from two aspects: on the one hand, there is no test pressure in this course, and the lack of test pressure often makes students lose their motivation to learn this course. The idea of studying for exams is very common among students. Students have asked me many times if I want to take this course. During my lecture, I reminded that this content is the focus of this section, and immediately some students asked if this content would definitely appear in the exam. When I hear students ask such questions, sometimes I really don't know how to answer them, so I have to say, don't care too much about the exam. Examination is only a means to test the teaching effect, not the purpose of our study. The purpose of our study is to learn useful knowledge and apply what we have learned, from which we can learn how to learn. We should study any course that can achieve this goal. Therefore, I think that in order to effectively mobilize students' enthusiasm and cultivate their interest in learning, we must change our understanding ideologically, but it is difficult to do so because of the existence of the examination-oriented education system. On the other hand, the content of this course is not attractive enough. Although this course is called general technology, there is no specific technology in Technology and Design 1 and Technology and Design 2 from beginning to end. From beginning to end, it is about the general and abstract knowledge of technology, such as the essence of technology, the ideas and methods of technical design, etc. If it is scripted, it will inevitably make students feel boring and abstract. Therefore, we should increase the cases of students' life experiences, social hotspots and frontier information of science and technology in teaching, make full use of the role of multimedia and Internet, and stimulate students' interest in learning and enthusiasm for active learning. 3. Insufficient teaching facilities and equipment, and lack of supporting teaching materials. Due to the lack of teaching equipment and teaching materials, teaching activities are difficult to carry out. Various columns are set in the textbook to provide various teaching activities such as "analysis and discussion", "observation and thinking", "design practice" and "visit and inspection". These columns are well set, and these teaching activities can really train and cultivate students' practical ability and practical ability. But some teaching activities are really difficult to carry out. Because if you want to carry out some technical teaching activities, you must get some tools and materials. In the technical school, the tools and materials you need may be easy to find, but in our school, it is more difficult to get them, so you can't carry out the teaching activities provided in the textbook. Therefore, some columns in the textbook exist in name only. For example, there is a relatively simple teaching activity in the column of "Design and Practice" in the textbook, which requires boards, nails, saws and hammers. If we really want to do this teaching activity well, we need a lot of materials and tools. Therefore, it is necessary for schools and teachers to increase investment in facilities and equipment and improve supporting materials.
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