The construction of information-based teaching and research atmosphere has greatly changed teachers' teaching concepts, improved the relationship between teachers and students, increased the communication between teachers and students, and improved the classroom teaching effect. However, how to apply the effective practice of information technology to subject teaching still has some problems to be solved urgently.
1. Teachers have misunderstandings about the correct practical application of information technology.
Many teachers in our school put the emphasis of technology application on technology display and learning, and did not really reflect the purpose of assisting students in learning. In order to catch up with the trend or simply pursue efficiency, they use various new media means and simply think that using multimedia or courseware to assist teaching is the effective application of information technology. This understanding is biased and incomplete. Problems such as "electric irrigation", "blackboard movement" and "information bombing" appear from time to time, which makes it difficult to mobilize students' enthusiasm and initiative in learning and make classroom learning stay at the level of sensory and intuitive learning.
2. The information literacy of teachers and students is not high.
Almost more than 80% teachers in our school have experienced various forms of training, such as computer operation, software application, courseware making and so on. But the final training result is not ideal. It is still difficult for teachers in some disciplines to master all kinds of teaching software and hardware, effectively screen and integrate teaching resources, and the technology is not in place; On the other hand, some teachers blindly worship and abuse information technology, blindly pursue novelty and diversity, regardless of the actual teaching needs of the course. In the network environment, students generally lack the skills of autonomous learning and cooperative learning and good self-control ability.
3. Lack of "three-stage" teaching design concept
The design process should not only consider teachers, students, technology and media, but also consider factors such as knowledge content. Most teachers lack the idea of instructional design, and the process of instructional design is just a form. More than 95% teachers only pay attention to the design of classroom teaching, and most of them just stay in the application of teaching content presentation, such as graphics, pictures, videos and sounds. Ignoring the process of pre-class preparation and students' autonomous learning, classroom teaching has not changed structurally. In the process of teaching design, it is basically implemented around the content of classroom teaching, and students' preview and knowledge consolidation and extension after class are rarely taken into account, which makes students unable to make good use of their extracurricular time for learning.
4. Theoretical learning lags behind form.
Although teachers can understand and agree with the new ideas, models and methods ideologically, in actual teaching, compared with the traditional teaching model, the implementation of the new teaching method may have a contrast in teaching effect, which will inevitably temporarily affect students' test scores. For reasons of honor and interest, some teachers often unconsciously return to old habits and patterns, or their understanding of new methods and patterns is only superficial and formal imitation.
5. Rely too much on the application of information technology and abandon the traditional teaching methods.
The basic requirement for us to choose audio-visual education media should be to meet the teaching needs, so that the selected media can be unified with teaching objectives, teaching contents, teaching strategies and students' cognitive laws, and the form serves the content and the means serves the effect. In the process of using, we can fully combine the traditional excellent teaching methods and use the video booth appropriately. We should choose our own courseware media reasonably before using it, and take into account the students' existing cognitive level.
In order to better deal with these problems, the author summarizes the following practical strategies for reference.
Practical strategies of information technology in subject teaching;
(1) With the help of information technology, students' dominant position is fully reflected and teachers' guiding role is effectively brought into play. The new curriculum advocates that in the teaching process, students are the masters of learning, and students should change from the objects of knowledge indoctrination and passive recipients of external stimuli to the subjects of information processing and the active constructors of knowledge meaning, while teachers should become the organizers, guides and collaborators of students' learning. For example, according to the "tutorial materials or micro-lesson resources" provided by teachers, "pre-class" students no longer rely solely on textbooks, but are transformed into textbooks with rich information-based teaching resources (such as subject-specific websites, resource banks, CDs, etc.). Make rational use of spare time, preview new knowledge and learn independently; And learn to choose appropriate online communication tools such as WeChat and platform chat rooms to communicate with classmates and teachers in a timely and barrier-free manner. In class, we use information technology to communicate and analyze the problems encountered in the process of autonomous learning, and get solutions from other students and teachers; "After class" students complete the consolidation of what they have learned, and according to the requirements of teachers, they use the network to expand and extend their knowledge and realize personalized learning. This teaching method innovates classroom teaching methods, stimulates students' interest in learning, and urges students to carry out independent, cooperative and inquiry learning activities under the guidance of teachers.
(2) Strengthen teachers' information technology training. Schools should regularly organize teachers to carry out information technology training. First, train teachers to master the use of general teaching software (such as PPT and Word), and make good use of common subject software on this basis; The second is to improve computer operation skills and use computers as tools for preparing lessons, attending classes and organizing students; The third is to train the use of audio-visual teaching equipment, so that teachers can understand the performance, purpose and usage of the equipment in order to better apply it to teaching. Young teachers actively provide technical guidance to old teachers, so that more teachers can skillfully apply technology to multimedia and network teaching, and 50% teachers can skillfully make multimedia courseware, further improving the application level of teachers' information technology.
(3) School leaders should pay more attention to and support the application of information technology. The informatization of school education is a first-hand project, and the importance attached by school leaders directly determines the informatization level of school education and the deep integration of information technology and subject classroom teaching. Schools should promote the provision of information equipment according to application needs, which is an important supporting physical environment for the deep integration of information technology and classroom teaching, and secondly, administrative support should be given. Give policy support to teachers who study the integration of classroom information technology teaching and information technology teachers who provide technical support.
In short, teachers should study how to use information technology to help their own teaching from the perspective of their own subjects, so as to promote the better application of computer technology and network technology in subject teaching-just like using blackboard, chalk, paper and pen, it is natural and smooth. Teachers should not only master the means of information technology and accurately understand the connotation of information technology, but also deeply understand the essence of education, the fundamental purpose of teaching in this subject, the focus of teaching difficulties and the advantages and disadvantages of traditional teaching.
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