The first part: the teaching design of word table making.
I. Teaching and learning objectives
1, cognitive goal
(1) Understand the basic concepts in tables and their application in daily life;
(2) Master the method of creating tables in word documents; Can skillfully edit and make tables.
2, ability goal:
(1) In the process of menu operation and actual drawing, understand the method of drawing tables and be familiar with the process of making tables.
(2) Cultivate students' practical ability, thinking ability, research ability, observation ability and practical operation ability.
3, emotional goals:
(1) Stimulate students' pursuit of beauty by creating and editing forms; Cultivate students' self-confidence through the display of grades.
(2) Develop students' open thinking and innovative ability by expanding knowledge points and explaining various operation methods.
Second, the teaching focus and difficulties
(1) Important: Create a table
(2) Difficulties: cell merger.
Third, teaching preparation.
1, computer network classroom
2.word software;
Fourth, the teaching process
(A), create a situation, introduce topics
Students, what class is this? How did you know?
Show the curriculum and other forms, which shows that forms are widely used in our lives.
Show simple self-introduction (text version and table version). Question: Which one do you prefer? Why?
Text version:
Tabular edition
Summary: The introduction in tabular form is clearer and clearer. Today, we will try to make a self-introduction form. Student answers
Draw up a curriculum
Students discuss and analyze the advantages and disadvantages of the two introductions.
Synchronize ppt presentation
(2) Understand the concept and learn to operate.
1, concept explanation
To make a table, you need to understand some basic concepts of the table first.
(Introduce the concepts of row line, column line, cell, row and column)
This is the form made by the teacher. Can you do it and work hard?
Teachers' patrol guidance.
Q: What are the ways to insert a form? How did you know?
Summarize and refine students' operation steps.
3 Edit table
Look at the following two tables and find out the difference between them.
Students carefully observe and answer:
1) cell sizes are different;
2) Add diagonal titles to the cells in the first row and the first column;
3) The three cells in the lower right corner are merged into 1.
Ask the students: Can you make your form like this?
Self-study guidance:
According to page 2 of the tutorial information card, complete the following operations.
(1) Resize the cell;
(2) Draw a diagonal line header in the first cell and enter the date and time;
(3) Merge the corresponding cells according to the style of the timetable.
Students follow the instruction of self-study, and teachers patrol and guide.
Test the effect of self-study: randomly show students' works and ask students to evaluate them.
Teacher's guidance and supplement.
Summary:
Resize cells:
Place the mouse on the boundary line to be adjusted. When the cursor becomes a double arrow, hold down the left mouse button, and when the border line becomes a dotted line, drag it to the desired position.
Make diagonal titles:
Move the cursor to the cell where you want to insert the diagonal header, select the Draw diagonal header command from the Table menu, select the desired header style and title font size in the Insert diagonal header dialog box that pops up, and enter the row and column titles.
Merge cells:
Select several cells to merge, click the right mouse button and choose the "Merge Cells" command.
According to the students' mastery, give time to continue to improve.
4. Enter the text and adjust the table.
Students, we have learned to insert tables and know them.
Next, we will add content to the form. Please fill in some of your own information.
Simple decorative table
(including font, font size, color, text direction and centering)
Show some beautifully made sample tables, and students with strong ability can modify the tables.
5. Hand-drawn form
Some tables are more flexible and can be drawn manually. (Show self-introduction form)
The teacher explained and demonstrated the operation method of hand-drawn forms.
Task one
Students complete the self-introduction form by hand according to the teacher's demonstration method.
(3) Exhibition, a simple evaluation of personal introduction forms made by several students, and mutual evaluation between teachers and students.
(4) Summarize the class and deepen your understanding. Question: What did you learn in this class?
Summarize the insertion method of the table and how to adjust the table.
In this class, we use the form in word to make resumes, and in the next class, we will learn the beautification of forms.
Students answer to remind students that computers can help us do many things, and everyone should be good at using high technology to serve our lives.
(5) Reflection after class
The second part: teaching design of word-making.
First, teaching materials and learning situation
1 teaching material analysis
This lesson is selected from the fourth section of Chapter 4 of Fundamentals of Computer Application by Higher Education Press. A concept that runs through is "learning by doing and teaching by doing", and this lesson is also designed based on this concept. The content of this section is mainly to learn how to make Word tables, with a total of 4 class hours. This lesson is the second lesson in this section. The main task is to learn form formatting. The formatting of the form is a further modification and beautification of the form, an important content for students to improve their operation skills, and plays a vital role in students' learning this section. 2 Analysis of academic status quo
The teaching object of this course is the first-year students in secondary vocational schools. Through the previous stage of study, they have mastered the setting of fonts, paragraphs and the creation and editing of tables, which laid a solid foundation for the study of this course.
Students in vocational schools are lively and flexible, and have strong hands-on ability. They are rebellious, but they are eager to be affirmed. They lack confidence, but they are eager to express themselves. 3 Teaching material processing
Based on the above two points, I added some contents to the teaching materials, designed a resume that students can use in practice and employment, and showed it to students in the form of teaching tasks, so that students can effectively use word software operation skills to design. The teaching task is from shallow to deep, and teaching, learning, doing and feeling are integrated in teaching, so that students can think and learn.
Second, the syllabus.
1
Based on the analysis of the content and learning situation of the teaching materials, I have formulated the following three-dimensional teaching objectives: knowledge objectives: format setting of table text;
Set the text alignment in the table; Set table borders and shading.
Skill goal: master the method of formatting table text;
Master the setting method of text alignment in tables; Master the method of setting table borders and shading.
Emotional goal: to cultivate students' team consciousness and self-confidence;
Stimulate career dreams and improve professional quality.
2 teaching emphasis and difficulty
Based on the above teaching objectives, on the basis of a thorough understanding of the teaching materials, I set the alignment of words and the setting of border shading as the focus of this lesson.
At the same time, the distinction between table alignment and cell alignment, and the application scope of border and shading are all difficulties to be broken through.
Third, teaching rules.
1 teaching method: situational teaching method, task-driven method and demonstration method.
In class introduction, I use situational teaching method. At the core of the classroom, task-driven method is the main method to realize the combination of old and new courses, with the emphasis on applying what you have learned. And through explanation and demonstration, independent inquiry, discussion and exchange. Highlight key points and break through difficulties.
2. Learning methods: independent inquiry, group cooperation and summarization.
In terms of learning methods, I use independent inquiry, analysis and induction, combined with group cooperation and summary and induction to complete the learning task together.
Fourth, the teaching process
1 Preparation before class (1) Student grouping.
Before class, divide the students into good groups with about 8 people in each group, and arrange a student with strong hands-on ability as the team leader. In the process of autonomous learning, the group leader plays the role of assisting the group members to learn and make reports.
Design intention: Expect to learn from each other's strengths, complement each other's advantages, unite and cooperate, encourage each other and make progress together. (Prepare for group study, discussion and evaluation) (2) Material distribution.
A few minutes before class, put the learning materials (lesson plans, courseware, classroom guidance,
Resume basis and key points of homework
The electronic version is distributed to the students' computers. Design intention: It is convenient for students to carry out inquiry learning in class.
2 classroom links
(1) Create situations and introduce new lessons.
Play the recruitment video of Zhaopin, let everyone know that everyone who is looking for a job or job-hopping on the Internet now needs to submit an electronic resume, introduce the content of the new course-make a spreadsheet, show the sample table library of job-seeking resume, put forward the knowledge points needed for the resume form, analyze and decompose it, put forward the knowledge points learned and to be completed in this course, and give the tasks of this lesson.
Design intention: Using video advertisements to create a relaxed and active classroom atmosphere, combining with the workplace to create a teaching situation, effectively attracting students' learning attention and interest, learning in the workplace, and realizing the practical application of Word. Successfully introduced new courses.
(2) Assign tasks and define objectives.
The real purpose of teaching is to turn book knowledge into application ability and apply what you have learned. Therefore, the content of this lesson is divided into three tasks:
Task 1: (Looking back) Create a resume form frame and enter the corresponding text. For the teacher's demonstration requirements, please refer to Task 1: Introduction (optional, you can write your own reality and input the examples given by the teacher); Students operate independently and teachers tour to guide.
In this link, the teacher's guidance should be in place.
Design intention: review old knowledge points and consolidate exercises. Emphasize the significance of task-driven method, imperceptibly.
Cultivating students' ability to solve practical work with task-driven method.
Task 2: (Knowing the new) Ask students to set the format of cell text and the alignment of text independently according to task 2 in class.
Design intention: Teachers guide, students as the main body, carry out practical operations and complete inquiry learning.
Briefly describe task 1 and task 2, lead to the intuitive demonstration of task 3 (the teacher speaks and the students listen), and put forward the important and difficult points.
Task 3: Teachers demonstrate first to remind students to pay attention to the aspects of observation and thinking. After that, you need to complete the alignment of the text in the resume table relative to the table, and the setting of the table border and shading.
Design intention: The knowledge points are gradually increasing, which makes students' learning enthusiasm sublimate and leads to the difficulties in this class.
After the students' inquiry experience, there will be a cooperative experience, and then they will enter the third task of this class. The teacher told the students that the reason why white swans fly high and far is because they have clear goals. Let's determine our goals together.
Each group discusses and completes the resume together. The design of form can be imitation or creation.
;