How to write the teaching design and case analysis of information technology in primary schools Part I: Teaching design 1. Teaching documents of information technology course. In 2000, the "Guidelines for Information Technology Courses in Primary and Secondary Schools" was tried out, which is the basis of information technology classroom teaching in primary schools. In addition, the "Curriculum Standards for Technical Fields in Ordinary Senior High Schools" promulgated in 2004 can also be used as a reference for information technology teachers. Judging from the syllabus, information technology textbooks have formed a state of one syllabus and many volumes. At the same time, to improve the professional quality of information technology, we should further read professional books, find professional website resources and strengthen learning. Second, how to carry out instructional design (1) What is instructional design? Instructional design is a process of transforming teaching theory and learning theory into concrete plans of teaching links such as the analysis of teaching objectives and contents, the selection of teaching strategies and teaching media, the organization of teaching activities and teaching evaluation by using systematic methods. Instructional design (1) guiding ideology and theoretical basis (2) teaching background analysis (teaching materials, learning situation) (3) teaching objectives (3-D) (4) teaching emphases and difficulties (5) teaching flow chart (6) teaching process (selection of resources and modes) (7) evaluation design of learning effect (8) evaluation criteria. I don't know what to write in each item of instructional design. 2. How to conduct pre-school analysis. 3. I don't know how to determine the confusion. 4. I don't know how to conduct evaluation and design of teaching effect. 3. How to conduct instructional design (1). Teaching theory and learning theory are the basis of teachers' teaching; Guiding ideology will affect the determination of teaching objectives and the choice of teaching methods. This part is also a link to rely on and embody the new curriculum concept. (2) Teaching background Teaching content analysis: It is necessary to analyze the status and role of the content in the whole information technology course at this stage, as well as the status and role of this class, and clarify the main learning content of this class: students' basic situation, intellectual factors, non-intellectual factors teaching methods and teaching means: the main teaching methods and reasons chosen, Technical preparation (combining teaching content and students' situation): including teaching resources and teaching environment (3) Three-dimensional teaching objectives: knowledge and skills, process and method, and emotional attitude and values. The main objective is that students' objectives should reflect the technical content that students should master, the content objective of students' technical application ability, the content objective of curriculum objectives in the corresponding curriculum standards, and the ability level (action verbs of learning objectives) (4) The focus and difficulty of teaching-the main supporting part of this lesson. Understand and master some (not necessarily key) difficulties, have a certain length and time in the teaching process, and design some links to break through the difficulties. Don't talk too much about difficulties or lack of focus in a class. (5) Schematic diagram of teaching process Purpose: To make the teaching process clear at a glance and reflect the clarity of teachers' thinking. Reference link in the teaching process: create situations-let students enter the learning state as soon as possible, stimulate students' interest in learning new things-trigger the connection between the past and the future of knowledge, reduce students' strangeness to new knowledge, and at the same time strengthen the application of knowledge-explain new lessons, present the actual operation of various learning methods-student operation, teacher guidance. Pay attention to the sharing and communication of all students-through works and other communication methods, teachers and students can communicate with each other, broaden their horizons, gain experience and experience the joy effect evaluation of success-for the evaluation of students' learning effect, teachers should understand students' learning situation, and students should also understand their own situation through evaluation-sort out the knowledge of this lesson, link the knowledge of this lesson with the previous knowledge, and form the overall concept of information technology. Summarize the expansion and improvement of learning methods-help students expand and apply knowledge and guide students to learn knowledge. (6) The whole process of teaching is not necessarily comprehensive, but depends on the specific course content, students' situation and teaching environment. The teaching process shows every teaching link-the activity process should be consistent with the process, the teacher's activities should reflect the role of teachers, the student activities such as teaching, guiding and monitoring the learning process should reflect the key points of students' learning, and the design intent of thinking, observing, operating and discussing should explain and analyze this specific teaching link, which corresponds to the teaching objectives, the handling of important and difficult points and the realization of curriculum objectives. The application of technology should be reflected in the technical means, resources and other time arrangements used in this link, as well as the teacher's process arrangement for the whole classroom. (7) The evaluation methods of learning effect evaluation design should be diversified, and there should not be too many evaluation methods in one class; The evaluation content should not be too complicated and easy to operate; What is the purpose of the evaluation results? Understand students' mastery, learning process, students' recognition of learning and students' understanding of themselves. (8) The evaluation standard should be designed with an evaluation scale, which should not contain too much content. These forms can be filled in scores, given scores, simple comments, etc. (9) With regard to the purpose of writing on the blackboard-reminding students and highlighting the contents of key reminders-the main links of technology and the requirements of learning tasks, reminders and highlights should play the role of a ruler to help students grasp their own learning direction (4) How to improve teaching design 1. Seriously study the subject curriculum standard II. Accumulate teaching and learning, psychology related theories III. Study the teaching materials carefully, and tap the teaching value and educational value behind the text. The second part is the teaching design case. 1. Transmission of Love-Changes of Graphics Teaching Background Analysis (1) teaching material analysis: The ninth lesson "Civilized Community Activities-Changes of Graphics" is the second lesson "Cartography and Document Management" and the third unit "Green Home" of the third grade of primary school information technology in Haidian Edition. This paper introduces the basic skills of "drawing" software-the method of changing graphics (flipping/rotating and scaling). This year is the Olympic year, which is the best opportunity to educate students about the Olympic Games. Therefore, the previous class was changed to "Torch Relay-Selection and Movement of Graphics", so that students can master the selection and movement of graphics skillfully in a pleasant atmosphere. At the beginning of this class, there was a national emergency-an earthquake of magnitude 8.0 in Wenchuan, Sichuan, which caused heavy casualties. The whole society is offering love and donations to the affected compatriots. So the teacher seized this opportunity and changed the teaching content to love transmission-graphic change. On the one hand, it ensures that students can finish in meaningful situations and master the knowledge and skills of information technology in the whole classroom learning process. On the other hand, inspire students to care about life, lend a helping hand and pass on their love to the children in the disaster area. (2) Analysis of academic situation: 1. The subject of this textbook is the third grade students in primary school. 2. Existing knowledge and skills: (1) will use the "Select" tool and the "Cut Arbitrary Shape" tool to select graphics. (2) The selected graphics will be moved. 3. Knowledge and skills involved in this lesson: (1) Learn the "flip/rotate" command of graphics. (2) Learn the scaling ratio of graphics. Teaching goal Design knowledge and skill goal: master the rotation and rotation operation of graphics. Proficient in scaling operation of graphics. Process and Methods Purpose: To be a small volunteer, to help clear up the process of road congestion caused by debris flow, and to master the method of graphic modification and the strategy of solving problems. Emotional attitude and values: solve problems quickly in the created real situation, feel that time is life, and improve learning efficiency. The idea of infiltrating learning knowledge is to solve problems better. Teaching emphasis: teaching difficulties of graphics flip and rotation: understanding flip and rotation teaching methods: task-driven method, demonstration method and competition method: observation, imitation, cooperation and communication teaching preparation: 1. Demonstration courseware and examples of works-installing teachers' computers II. Learning resources-installing student computers 3. Multimedia teaching network teaching flow chart: teaching evaluation design (1) (2) learning evaluation table (evaluation of learning effect of this class) serial number name practical problem 10 traffic problem 20 clock problem 30 math problem 40 actual score 1234 group total score: description: the group leader fills in according to the real situation of the students and summarizes the results of this group. Blackboard design: In the classroom of information technology, students can not only acquire technology, but also acquire learning methods and problem-solving methods while mastering knowledge and skills. At the same time, students can get real emotional experience, appreciate the value of life, witness the process of activities, establish their awareness of caring for others, truly realize the transmission of love, and make every student's life wonderful. Case 2: Chickens Foraging-Drawing Toolbar With the advent of the information age, "lifelong learning" has become the goal pursued by education. The development of educational technology has gradually changed from "supporting teachers' teaching" to "supporting students' learning". The task of teachers has changed from designing courseware in the past to developing learning resources and learning environment; Students' behavior has also changed from passive observation and practice to active application and experience. Therefore, it is very important to carry out teaching research to adapt to the new environment. 1. Research topic —— The core idea of exploring the new curriculum development between students and teachers from the perspective of researchers is to take student development as the center. This requires teachers to carefully design and reasonably select teaching resources, teaching media, teaching methods and strategies around the center of "promoting students' development", and implement them in the teaching process to evaluate the teaching effect. At the same time, teachers are no longer experts in the past, but should play multiple roles such as instructors, students, collaborators and researchers in different situations. Therefore, it is necessary to carry out the research on classroom teaching methods oriented to students' development. After a period of research and practice, going deep into classroom teaching and paying attention to every detail of students' development, we can get the following enlightenment from carrying out effective teaching design: (1) Teaching design should study how to guide the selection and implementation of infiltration learning strategies from the perspective of students; (2) Pay attention to cultivating students' ability to find and solve problems in teaching design, carry out effective autonomous learning in classroom teaching and study how to "learn"; (3) Teaching design should pay attention to creating situations, and task design should be close to students' study and life, so that all children can actively participate in classroom learning; (d) Teaching design should include scientific and effective evaluation scales to guide students' self-evaluation and mutual evaluation, which can help students correct their learning goals in time. Teaching is a purposeful, planned and organized process. Teachers and students interact in the teaching process, so we should pay attention to the unity of presupposition and generation in the classroom, always grasp the teaching and learning resources generated by teachers and students in the classroom interaction, and improve the effectiveness of classroom teaching. Second, the teaching concept-from the perspective of teachers' professional development, theoretically promote the constructivist learning theory of cognitive psychology: students' learning is always related to a certain environment. Knowledge and ability are the exploration, experience and reflection formed by assimilation and adaptation after students observe external things. Theory of sustainable development education: Sustainable development education is basically the education of values, and its core is respect: respect for others, including modern people and future people, respect for differences and diversity, respect for the environment and respect for the resources on the earth where we live. The core of sustainable development is people, and sustainable development education emphasizes the combination with lifelong education, the development of individual consciousness, ability, attitude and values at different stages, and the study of survival, life and development. Basic principles of learning process design: 1. Pay attention to the creation and transformation of situations, and finally use them flexibly in real situations. 2. Take "task-driven" and "problem-solving" as the main lines of learning and research. 3. Provide students with a supportive learning environment to ensure the effectiveness of learning activities. 4. Give full play to the goal-oriented function of evaluation and attach importance to the improvement of students' evaluation skills. Third, teaching thinking-design the learning process from the perspective of students 1. Learner analysis: The main body of this course is the fifth-grade primary school students, who have a certain computer operation foundation and have studied the simple functions of Word software. The "Drawing" toolbar introduced in this lesson is a small synthesis of the knowledge and skills learned in the past. Students can also use Word software to make personalized illustrations, give full play to students' subjectivity in the process of trying to operate, promote students to learn to cooperate with each other, face all students, and improve the effectiveness of classroom teaching. 2. Learn the target knowledge and skills of target design teaching, know the "drawing" toolbar, master its starting method and use it flexibly. Methods to consolidate the effect of pay-off and filling. Master to select multiple graphics at the same time and combine them. Processes and Methods Through the process of designing personalized illustrations, we can understand the methods of beautifying documents. Emotions, attitudes, values. Find ways to improve efficiency by using information technology. 3. Learn and help students: lead-in link-let students carefully read the observation diary "Hen and Chicken Baby" and realize that applying the existing writing knowledge and information technology can record the wonderful moments in daily life, further analyze and compare the revised illustration composition, and lead to the learning task of designing personalized illustrations by using the "drawing" toolbar. Let the students know the learning objectives of this lesson. Large group competition-study the function of the "drawing" button and quickly start the "drawing" toolbar, on the one hand, guide students to learn to choose research methods, on the other hand, quickly solve the key problems of this lesson through competition-master the operation of starting the "drawing" toolbar, and achieve the goal that all students can master through students' independent attempts and mutual guidance, and make full preparations for the next design. Experience the operation link-let students try to operate with problems and study and solve problems while operating. Question design: select the key questions that students of different levels may encounter when drawing illustrations, and design four questions with different difficulties for all students to answer. There is a research project: 1) How to draw graphics? 2) How to fill the color? 3) How to adjust the thickness of lines? 4) Can I move the whole picture? Teachers guide students to divide their work according to their own level, study and solve related problems, and introduce them to classmates in the same group, so as to achieve the purpose of effective autonomous learning and cooperative learning. At the same time, teachers provide guidance on learning methods: independent inquiry, reading textbooks and "learn from me" help documents. From this link, let students realize their role in the collective, fully participate in the classroom learning process, achieve the goal of facing the whole, let each child have something to do, let each child have a sense of accomplishment, and let them develop themselves in the process of research and communication. At the same time, through step-by-step training, students are encouraged to find problems in the process of study and research, try to solve problems independently, promote students' all-round and harmonious development, improve their effective learning ability, and finally realize their sustainable development. Question-and-answer session-Ask students to express their research process, methods, problems found or solved by showing research questions. On the one hand, we can sort out the key knowledge and skill objectives of this class, on the other hand, we can broaden students' learning methods and thinking modes through one or several groups of students' demonstration operations. Through this link, students can help each other. Students can find their own gains and losses in the process of research and study through the demonstration operation of their classmates, constantly revise their learning goals and improve their self-development level. Design task link-by writing to four students with different difficulties, let the students choose the task of designing individual illustrations for them independently, and let the students design according to their own preferences and different levels. In the design process, students are encouraged to study deeply: how to apply the knowledge and skills learned in this course more effectively and appropriately, and at the same time, through the design process, various methods are comprehensively used to achieve the purpose of designing personalized illustrations, from which they can learn to add color to articles through their own creation and experience the fun of creation! Appreciation and evaluation of works-by showing several articles with personal illustrations designed by students, let students fully express their design intentions, summarize the positioning methods in the design process, and explain the most proud places in their design. At the same time, listen to other people's opinions in order to improve your work. Students who listen to the exhibition can fully express their views or ask other questions they want to know. Through the process of presentation, students can also learn from each other, which further develops the whole learning process in depth and breadth. At the same time, the standard of students' self-evaluation is designed, so that students can evaluate themselves, improve their ability to know and develop themselves, and finally realize their self-development. In the class summary, students and teachers spread out the application of this lesson knowledge-the application of "drawing" toolbar can also have many uses: you can design small environmental guards and save small pacesetters ... badges, signs and so on as needed. Fourth, after-class reflection-look at the development of students and teachers from the perspective of partners. Evaluation of students' learning effect: multi-level, multi-faceted, multi-angle and multi-form 1. Large group competition, all students participate, and after success, announce the ranking on the blackboard; 2. In answering questions, encourage students to show in time and give in-depth and extensive incentive evaluation in the learning process; 3. In the evaluation and display, encourage students to appreciate other people's works, and affirm the displayed students; 4.5☆ Design evaluation criteria in the process of self-evaluation, so that students can evaluate themselves according to the criteria and record them on the blackboard. Evaluation and analysis of the effect of teachers' guidance and assistance to students: Through this teaching activity, I have carefully studied the learning process of students and made careful preparations according to their learning needs. From the teacher's courseware to the students' learning materials, they are all based on the students' side and teaching materials. By guiding students to participate in classroom competitions, studying with questions, choosing their own designs, appreciating and evaluating works, the expected goals are basically achieved. The submission rate of students' homework is 100%, and there are 42 students in the class, with self-evaluation reaching 4☆39 and mutual evaluation reaching 4☆40. Based on the above data, the knowledge and skills objectives of this course are highly achieved, and the student participation is100%; The process and method objectives of this course have been basically implemented, and more than 13 students have extended the knowledge of this lesson in the design. Because the simple questions in the answering process take up too much time, the students' expression in the evaluation process is not enough. We should spend more time here for students to fully experience and reflect, and I feel a little sorry here. Generally speaking, this class has carried out the research goal of facing all students and improving the effectiveness of information technology classroom teaching, basically realized the development of students' personality, and gradually improved the sustainable development of students through further practice in the future. The purpose of the study is to better take students as the center and serve the development of students. Case 3: Analysis of the Teaching Background of Textbox Application —— Lesson 13 Appreciation of Ancient Poetry —— Application of Textbox in teaching material analysis is the last lesson of Unit 3 "Colorful Literature Society" in the first volume of the fifth grade of primary school information technology of Haidian Edition. Applying text box to "Ci"-Design and make an appreciation page of ancient poetry. This part is the end of teaching Word word processing module and the starting point of applying this module. Encourage students to use the knowledge and skills they have learned to create works, achieve the purpose of correctly expressing their thoughts, and establish the awareness of applying information technology. Establish design ideas, use "text box" to design and make ancient poetry appreciation pages, and experience the wonderful use of text boxes. The cognitive structure of students' learning in this class is as follows: the main body of this textbook is the fifth-grade students in primary school. They began to enter adolescence, began to have their own opinions, their desire and ability to learn increased, their curiosity increased, and they began to think, pursue and explore new things. Learning interests are more extensive. Learn about the teaching and learning of ancient poetry from fifth-grade teachers and students through interviews before class. The students of ancient poetry have learned four poems this semester, namely "Fang Bing Caohu Horse" and "Horse Poetry" in the "Horse" unit, and "Drinking Rain after Chu Qing" and "Langtaosha" in the "Water" unit. Students can create an appreciation page of ancient poetry on the basis of understanding, and cultivate students' ability to learn and explore other courses by using information technology according to the requirements of the syllabus. Teaching objectives Design knowledge and skills objectives: (1) Learn to insert text boxes. (2) Set the format and effect of the text box reasonably, and design the appreciation of ancient poetry. Process and Method Purpose: In the design, we use the learning method of independent inquiry to complete the task in mutual assistance and cooperation. Emotional attitude and values: create in the ancient rhyme of poetry, accept the influence and infection of China traditional culture, experience the artistic conception of ancient poetry, and freely express your feelings. Teaching emphases and difficulties Teaching emphases-1. How to insert a text box. 2. Format the text box. Teaching difficulty-setting the format of the object reasonably. Teaching methods: demonstration, lecture, task-driven learning methods: observation, imitation, cooperation, exchange of teaching resources 1, demonstration courseware, work examples-installing teachers' computers 2, learning resources-installing students' computers 3, work evaluation table 4, multimedia teaching network teaching flow chart In order to implement teaching objectives, according to the actual situation of students, I designed the following teaching flow: teaching flow design link 6544. Objective: To integrate students into the situation and stimulate their love for the ancient culture of the motherland. Enter the scene: Compare the typesetting of ancient poems in China's books, and let students observe and think about the role of background patterns and their relationship with words. Objective: Let students feel the relationship between pictures and words through comparison. Learning strategies: comparative perception, thinking and answering. Teaching strategy: passion introduction, task-driven. Task-driven: By appreciating the sample works of ancient poetry appreciation, the task of this lesson is to make an appreciation page of ancient poetry. Objective: To define the task, understand the design sequence and make preparations. Link 2: Ancient Rhyme of Poetry-Appreciation of Poetry Content: Teaching is inserted into the text box, and the location of learning resources is introduced first-the materials are rich, which is convenient for students of different levels to choose. At the same time, various ancient poetry documents with the same page specifications and different text typesetting are designed, so that students can have cognitive conflicts in application and construct knowledge and skills of applying information technology. In the subsequent thinking and analysis, the multimedia teaching network is used to compare different designs among students, so that students can understand the role of text boxes and draw their own conclusions-the application of text boxes can facilitate typesetting. Finally, the method of inserting text boxes is sorted out, aiming at helping students build the skills of application software and infiltrating the concept of reasonable application. Design intention: let students acquire new knowledge according to existing knowledge and promote students' sustainable development. Teaching strategy: try first, use first, and then talk. Learning Strategies: Independent Inquiry, Thinking and Analysis Section III: Entering the State with Emotion-Check the Content: Setting the Text Box Format in Teaching. This section adopts the method of knowledge transfer, so that students can recall and set optional settings such as graphics and background, and comprehensively set the lines, filling and other items of text boxes to achieve the effect of coordination and unity. At the same time, students ask questions before setting: How to set text boxes to achieve overall harmony? The purpose is to arouse students' thinking and improve their aesthetic consciousness and ability to create beauty. Design intention: to guide students to transfer knowledge and solve the key points of this lesson. Teaching strategy: compare the effect, explain the aesthetics and break through the difficulties. Learning strategy: knowledge transfer, try to explore. Link 4: Speak freely-evaluation content: beautify the text box, let students understand what harmony and unity are through the aesthetic guidance of students' works, and gradually realize the aesthetic ability from imitation, which can produce beauty in their own works and break through the difficulties of this lesson. At the same time, there is a link for students to summarize and sort out methods and implement the goal of applying information technology. Design intention: Through the aesthetic analysis of the works, let students understand the overall harmonious and unified design idea. Teaching strategies: analytical aesthetics, combing methods. Learning strategy: understanding aesthetics, imitating innovation. Link 5: Presentation and evaluation content: use evaluation scale to carry out targeted evaluation and implement the objectives of fairness, extensiveness and diversity of evaluation. Students use gauges to evaluate their and their classmates' works, which avoids the unfair phenomenon of human feelings grading. The fifth-grade students are fully capable of objectively evaluating their own works and ability level by using the evaluation scale evaluation method, and can also analyze their own strengths and weaknesses, at the same time, they can also stimulate their own creation and correct the deviation in the design and production process at any time. Self-evaluation and mutual evaluation of evaluation index system of job evaluation scale 5☆3☆ 1☆ 1. Poetry and Pictures Choose a suitable background picture according to the content of the poem. The background picture will be selected and inserted. However, it is not set as the background. 2. Font design The design of font, font size and color is in harmony with the whole picture. Completed the design of font, font size and font color. 3. The position of the poem text does not block the position of the main picture text does not block the picture. 4. The filling, lines and effect design of the text box are in harmony with the whole picture. Text box format and effect are not beautified. 5. The evaluation of ancient poetry has its own innovative design.