First, the selection of teaching objectives should be appropriate
The teaching goal is the center and direction of classroom teaching. How to determine the teaching goal of a class is a very important issue. It is the core of the teacher's teaching presupposition, which is directly related to the effect of classroom teaching. The information technology course in the middle school stage is not to let students master more orders in the classroom, but to enable students to achieve common improvement in various aspects through classroom learning, to stimulate students' interest in learning information technology, and to let students actively learn and be interested. Studying at the local level enables students to receive emotional education in a variety of ways, so that students have enough space for activities and comprehensively improve their knowledge, skills and emotions. The setting of teaching objectives should not be too big or too narrow, and the appropriate teaching objectives should fully reflect the ideas and values ​​of information technology. The goal of teaching is not only to let students know "how to use technology", but also to let students know "why use it" and "how to use it better."
Second, the use of textbooks should be moderate
Throughout the present, there are two main misunderstandings in the treatment of teaching materials in middle school information technology teaching. One is to "negative teaching materials and start another stove." Some teachers believe that in each lesson, they must create a living situation and make the teaching materials "reformed". It is the creative use of teaching materials, which is to fully explore teaching resources. This kind of design often leads to the teaching neglecting the teaching of the information technology subject in the process of designing the teaching materials, and the information technology class becomes the art class. The second is the result of “static†presentation of the textbook, ignoring the process. Some teachers think that the textbooks are novel in form and suitable for the age characteristics of the students. Therefore, the superstitious textbooks do not have to do the necessary treatment in the teaching, just copying and revisiting the textbooks. This kind of teaching can't stimulate students' enthusiasm for learning. Students are led by teachers or teaching materials, which is inefficient and ineffective.
Textbooks are the main material for implementing classroom teaching. The so-called moderate use of textbooks is to prevent the two extremes of "abandoning" and "copying", but to use and use live teaching materials. The first is to use good teaching materials. Teachers' study materials are more about comprehending the editor's intentions, grasping the goals of the textbook chapters, and designing the students' learning activities according to the actual teaching. Students use the textbooks to learn independently, form good reading habits, and the current use obligations. The new educational information technology textbook is organized around "activities" and "applications", and is also suitable for students' independent learning. Teachers can use specific content to guide students to use the teaching materials in a targeted manner to cultivate students' self-learning ability; "Teaching is taught by teaching materials, but it is not teaching materials." According to the requirements of the curriculum standards, according to the actual needs, the content of the teaching materials can be reorganized, selected, adjusted and changed. The design is close to real life, based on practical application and keeping up with technological development. Learning content and learning activities, enriching learning communication and evaluation activities, stimulating students' interest in learning and promoting overall development, which is also called the theme of expanding teaching.
Third, the design of the teaching process should be fine
1. Preparation before class
The preparation of the information technology course is not only to prepare the lesson plans, courseware, but also to prepare the machine in the machine room, to ensure that all computers can run normally, and to make various presets for possible situations in the classroom. Of course, sometimes there are some unexpected things in the classroom that are unimaginable. This requires the teacher to have better resilience and be able to handle unexpected situations in a timely manner.
The subject I designed was “Design of Postersâ€. During the class, I found that the students did not master the search keywords very well. For the introduction of pictures in “Drawingâ€, it is OK, so the teaching design changes later. In my case, I focused on the modification of the use of "keywords" and simplified the introduction of images in "painting". I think that the situation of students mastering knowledge is similar. When I was officially discussing the class, I suddenly took this class and The situation of the class is just the opposite. The search of the keyword is very good. The introduction of the picture is basically not. I suddenly panic and forget to concentrate on the explanation, which also leads to the teaching effect is not very good. Therefore, the preparation for each lesson should be done adequately, and even more consideration should be given to several possible problems and countermeasures so that the class can be prepared.
2. Introduction of the classroom
The introduction of flexible and fresh classrooms is an important part of a good class. It is interesting to introduce, and it can catch the hearts of students at once. Teachers can consider starting from the life of the students and putting the teaching activities in the real life background so that they can learn in life.
3. Breakthroughs
The main content of the design of the teaching process is to highlight key points and break through the difficulties. Difficulties can be found in the students' self-exploration, and can also be exported under the guidance of the teacher. Let me give you two examples.
One is a successful example: In the teaching design of the "Little Designer" class, we designed two pieces of clothing, one in yellow and one in white, and one flower. Students use this flower to decorate their clothes. When students conduct self-exploration, some students will decorate the flowers on white clothes and successfully complete the task. In addition, students will decorate the flowers on yellow clothes, which will inevitably be found. It will have a white background, which will lead to the difficult point "transparent background" of this lesson. The following is the key point to explain how this difficulty is handled. The export of heavy points is natural.
One is an unsuccessful example: In the teaching of “Dubbing Cartoonsâ€, the difficulty is “recording more than one minute of soundâ€. In order to successfully break through this difficulty, I asked students to observe my operation in the design. Pause once and find that the sound will be extended by 60 seconds. I will do it twice, then summarize it once in the language and let the student repeat it twice. However, in the actual teaching process, I am afraid that students can't understand this difficulty. I have said it three times and let the students repeat it five times. In this part, I wasted nearly 5 minutes, which directly led to the tightness of the follow-up content. Can finish the grass.
4. Pay attention to student differences
It is estimated that there is no difference between the students in any subject. The subject of information technology is so obvious that some students can say that they are all at one point, and that there are many students who have weak foundations and difficulties in learning. In the design of each lesson, we must consider the acceptability of students at different levels, design different operational content for them, such an aspect to stimulate the interest of all students to learn information technology, and another aspect can be found by all students. I have the right place to learn.
In the teaching design of the "Little Designer" class, we designed three exploration tasks: Exploring Task 1: Decorating clothes according to the patterns provided by the teachers. Exploring Task 2: Decorate the shopping bag according to the pattern provided by the teacher or the pattern designed by yourself. Exploring Task 3: Inspiring Students' Creative Ideas: Can we draw a flower and turn it into a hundred gardens? Can you draw a tree and turn it into a forest? What else can you think of? These three tasks are respectively To achieve the goal of breaking through the difficulties, consolidating the difficulties and diverging the students' thinking, the capable students can use their imagination in the exploration of the three, and design a variety of repetitive graphics. The students with the ability can draw according to the teacher's tips. A flower becomes a hundred gardens, a tree is turned into a forest, a floor is turned into a building, and so on.
Fourth, the demonstration operation should be standardized
"What kind of person is cultivated by students is often not what the teacher orders the students to do, but what kind of person the teacher is." To this end, the teacher should standardize every operation. First of all, develop good operating habits. Whenever and wherever, we must identify and acquire information, store and manage information, process and express, publish and communicate according to technical specifications. In particular, we must manage the teacher's machine and give play to the educational role of the teacher machine. Second, we must carefully prepare. Operation, the relevant operations involved in the class must be carefully exercised before the class to achieve proficiency and standardization. In the demonstration, it is not intended to be deliberate. Do not be self-sufficient in technical ability, ignoring the research and training of operational details, making the demonstration operation untrustworthy to students.
Fifth, the teaching evaluation should be comprehensive
To be fair and reasonable, there must be clear evaluation indicators. The operability of this evaluation standard is very strong, and the evaluation criteria should be scientific and reasonable. This standard can be pre-set by the teacher during the instructional design, or it can be jointly established by the student and the teacher and student during the teaching process. At the same time, the standards should also be hierarchical, so that students of different abilities can always find their place in the evaluation.
We can design such evaluation methods, both self-evaluation and online evaluation, both process evaluation and formative evaluation. Of course, such evaluations are also designed for students of different abilities, ensuring that even the worst students, as long as he is willing to listen, can reach Samsung's standards and, to a certain extent, stimulate students' interest in learning.
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