First, the integration of information technology and discipline teaching, from the perspective of discipline, the focus is to solve the difficult problems of the discipline and reflect the characteristics of the discipline.
(A) expand information sources and encourage students to carry out autonomous learning and inquiry learning.
One of the difficulties in history teaching is the single source of information and the single teaching method. There are a wide range of information sources on the Internet, which allows students to collect information, process information, conduct autonomous learning and inquiry learning, and communicate and cooperate with others in the learning process. It is a learning method worth popularizing. Its advantages are: giving students a sense of freshness and improving their interest in learning; Reduce the dependence on teachers and textbooks in the learning process; Students are familiar with the operation of information technology in the process of learning, and cultivate the ability to obtain, process and use information; I was exposed to more vivid and diverse viewpoints and exercised my ability to cooperate and communicate with others.
(B) change the way information is presented to improve the efficiency of classroom teaching.
One of the characteristics of historical knowledge is its past and irreproducibility, which is also one of the difficult problems faced by history teaching. Information technology can solve these problems conveniently. The playing of audio-visual materials can make students randomly enter the historical scene, witness the historical scene at that time, and stimulate students' interest and emotion in learning; It can dynamically display the travel route and development trend of events on the historical map, so that students can understand the development process more clearly; Scattered knowledge points can be arranged into a physical structure diagram for students to see at a glance.
(3) Opening up the "second classroom" of history and expanding students' horizons.
Students' learning is originally multi-channel, and the influence of historical film and television works on students should not be underestimated. We can use the convenience of information technology to select some historical film and television works and historical site records with strong visibility, organize students to watch them after class or rent them to students to watch on their home computers, and organize discussions after watching them. History learning in the second classroom can cultivate students' interest in learning history, broaden their horizons and enrich their historical literacy.
Second, the exploration of learning mode
(A) the proposed learning model
In the learning mode of integrating history teaching with information technology, students' subjectivity is emphasized, and students' initiative, enthusiasm and creativity in the learning process are required to be brought into full play. At the same time, teachers are the organizers, instructors, promoters and consultants of students' learning process. Therefore, we can put forward a learning mode of integrating history and information technology with learning as the main task. The basic operation flow of this mode is as shown in the figure:
Teachers: creating situations → presenting tasks → inspiring and guiding → inspiring and innovating.
Students: Enter the scene → Independent exploration → Collaborative learning → Exchange feedback.
In this mode, teachers guide students to complete their learning tasks independently with the help of information technology. First of all, according to the nature of history subject and the characteristics of specific teaching content, teachers analyze the teaching materials according to the outline requirements before class, present the teaching content in the form of questions, and present it to students in the form of courseware or web pages together with the created learning situation. After students enter the situation, under the guidance of teachers, they use the information provided by teachers (or information discovered by themselves) for autonomous learning and collaborative learning. And use information technology to complete the task, and finally teachers and students jointly evaluate and discuss.
(B) Practical learning model
This model is introduced in detail by taking the eighth lesson of the first volume of the China history textbook "Brilliant Sui and Tang Cultures (II)-Brilliant Literature and Art through the ages" as an example. The learning procedure of this course is:
(1) Show the scene and let the students enter the new lesson. A picture with the literary works of this lesson as the background appears on the computer screen, and the text title appears with simple music.
(2) Task presentation, students start autonomous learning and collaborative learning.
Task A (Poetry Prose): Learn the biographies of three famous artists (Li Bai, Du Fu and Bai Juyi) in the courseware, appreciate the famous sentences in Tang poetry, and copy down what you like to share with you.
Task b (calligraphy and painting):
① Compare Wang Xizhi's, Wei Bei's, Yan Ti's and Liu Ti's calligraphy works according to the materials provided by the courseware (you can also search the corresponding websites to download them yourself), and tell what kind of calligraphy you like and why.
(2) Find "Painting Saint Wu Daozi", download his works, and tell me where I can see his style of "Five Dynasties prevailing".
Task C (Grottoes): Find the information of Dunhuang Mogao Grottoes in the courseware of this lesson or online, and get to know his past lives. Download some beautiful pictures to share with you, and put forward suggestions for its future protection, and organize them into small papers after class.
Task D (tabulation): Design a table to reflect the literary artists and their works in the textbook.
(3) Teachers inspire and guide, and encourage innovation.
Students complete tasks and exchange feedback. Teachers monitor and guide students' study through computer patrol. Encourage students to think from different angles and put forward new ideas. Students can make friends, find opponents, complete tasks and submit homework in the competition. After completing the task, enter the pre-established forum of this class, exchange and discuss under the supervision of the teacher, and push the classroom learning atmosphere to a climax.
(d) Teachers and students * * * discuss with evaluation and * * * share learning results.
Finally, the teacher projects the works (poems, books, paintings, grottoes, homework) submitted by students into the forum, and teachers and students share, appreciate, discuss and evaluate them together. Let students have more confidence in their studies.
Third, the changes brought about by integration
After the integration of history teaching and information technology, computer network provides a big stage for our study, in which learning methods such as listening, speaking, reading, writing, discussing, practicing and debating are integrated and promoted. Such a three-dimensional network includes courseware, maps, audio and video, text materials, computer processing and so on. The learning method realizes the mutual tolerance and complementarity between tradition and modernity. Here, students can answer questionnaires, make charts, visit, collect information, check data, compare and judge, and demonstrate topics. Here, students can break the restrictions of place and space, freely choose their study partners, discuss, debate, compete and cooperate.
The new curriculum puts forward higher requirements for the cultivation of talents' quality. Grasping the classroom for 40 minutes and integrating information technology and historical resources are the direction of the reform and development of history classroom teaching today. Only by integrating information technology with history and giving full play to the best effects of traditional teaching methods and modern educational technology can we change the old teaching mode, explore new teaching ideas and cultivate outstanding talents worthy of the times.