In the past comprehensive practical activities, students encountered the problem of collecting data, and the first and only idea may be to consult books and ask teachers. In today's information age, children can know even more than we do. They actively use information technology such as network technology to expand the space-time scope of comprehensive practical activities and improve the implementation level of comprehensive practical activities.
1. Roaming the network and retrieving information.
"Information technology education" is one of the four designated fields of comprehensive practical activities. How to guide students to make better use of network resources, improve the ability of collecting, identifying, processing and using information, and improve information literacy is also an important task of comprehensive practical activities. However, many of our comprehensive practical activities need to obtain information from the Internet. For example, our activities of "traditional festivals" and searching for information about traditional festivals in China on the Internet have become the first choice for children. They surf the Internet, retrieve relevant information and gain more experience and feelings. To tell the truth, the information students find on the Internet is completely beyond our imagination. They not only discovered many festivals, their origins and development, but also found some related customs and differences in customs and traditions in different regions. Of course, the Internet is open and free, and there are even some spam and pornographic information. For students in Grade Three, how to get the nutrition they need in the vast network ocean is also inseparable from the correct guidance of teachers, and mutual supervision among students will undoubtedly create a positive public opinion atmosphere for themselves.
2. Audio-visual equipment for obtaining information
Collecting, accumulating and saving information is of great significance for carrying out effective comprehensive practical activities. In addition to collecting books, words and pictures on the website, we also need to collect some valuable materials in real life, especially some "phenomena" and "shots" are valuable or even fleeting, which can be met but not sought. How to "remember" them forever? Information technologies such as recording, video recording and photography are all methods worth encouraging children to use. Since our school launched the "Beautiful Campus" activity, these fourth-grade students are no strangers to these audio-visual equipment. The children picked up DV machines, cameras and video recorders and immediately "captured" the bits and pieces gained in the activity.
Second, information technology is the engine for students to learn comprehensive practical activities.
Comprehensive practical activities take activities as the main form and advocate research-oriented learning methods. Information technology education and comprehensive practical activities are characterized by openness and comprehensiveness. The study of information technology not only requires students to explore, understand and construct the relevant principles and methods of information technology, but also requires students to express their creativity, thoughts and cognitive results through technical activities such as information processing, design and work production. Information technology education should pay attention to the combination of hands and brains, and guide students to creatively apply technology on the basis of thinking, exploration and understanding; In the process of operation, students are encouraged to explore principles, summarize methods and accumulate experience. Cultivate the spirit of scientific and technological innovation and improve the ability of technical practice in the interaction between technical activities and cognitive activities. Avoid mechanical operation and simple imitation that are divorced from thinking and inquiry, or "on paper" information technology teaching that is divorced from technical practice. The integration of information technology and comprehensive practice teaching not only reflects the cooperation and infiltration of knowledge in various disciplines, but also reflects the breakthrough of teachers and students in the habitual classroom mode, and great changes have taken place in both teachers' teaching and students' learning.
1. Change "I want to learn" to "I want to learn"
The application of information technology in comprehensive practical activities can change the teaching mode from teacher-centered to student-centered. For example, the network environment can provide a space for students to study and communicate independently. Online resources are not limited by time, space and place. They are truly open learning resources. Learners can study and research at will in the network, determine their own learning content and learning methods, consult materials and have a dialogue. This is the real autonomous learning.
Creating a network platform for comprehensive practical activities is an important condition to realize the integration of information technology education and comprehensive practical activities. For example, the theme of "beautiful leaves" was independently put forward by the children in Class 4 (3) on the basis of investigation and research. They also reorganized their new team by consulting materials on the Internet and determined their own research plans and themes. What is more gratifying is that the students independently put forward the bold idea of establishing the home page of each team's activities and participated in it personally. With the improvement of the network platform created by each team, the report of our class has gradually formed a good atmosphere for students to browse the websites of each team independently and for each team to exchange and learn independently. The establishment of network platform can give full play to students' subjective initiative in learning and create an independent information environment.
2. Change "receptive learning" into "cooperative learning"
Cooperative learning is the most commonly used learning method in comprehensive practical activity class. Under the guidance of teachers, students discuss and communicate together and establish a cooperative group for comprehensive practical activities. Through cooperation to accomplish common tasks, discussion and debate among group members, partnership and competition, students' learning activities are more vivid, lively and colorful. Whether it is the design of the activity plan, the division of labor, the specific implementation of the activity, the analysis and exchange of activity phenomena, and the final harvest of the exchange activities, it is inseparable from the close cooperation between students, teachers, students, and sometimes even parents and students, students and society. With the increasing frequency of international exchanges and the acceleration of information process, the scope of such exchanges and cooperation will continue to expand and deepen. It is obviously of longer-term significance for students to learn to communicate and cooperate in their lifelong development.
Information technology education should guide students to learn to use information technology, share information, cooperate and communicate on the basis of independent inquiry, deepen understanding in discussion and promote social construction in cooperation; Guide students to learn to express their personal views reasonably in the process of cooperation, apply others' views appropriately, enjoy personal information on the basis of using social public information, and cultivate communication skills and information sharing awareness to adapt to the information age. The creation of network platform has broken through the traditional teaching mode of "teachers talk about students' learning" and constructed a new learning mode of mutual learning between teachers and students. Facing the network, every learner can get the latest information and materials. Teachers can get, students can get, excellent students can get, poor students can get, students enjoy real equality in the network. Let students explore, think and discuss collectively through modern information media, and organically cultivate students' cooperative consciousness, active inquiry consciousness and cooperative skills.
Network platform is also a very effective means for students to express themselves and show the results of activities. By taking photos, scanning, sorting out resources and other information means, students' activity diaries, harvest cards, small productions, small inventions, calligraphy and painting works, award certificates and other achievements are uploaded to the campus website for public display, which also greatly stimulates students' strong interest in learning and enthusiasm for participating in activities.
Thirdly, information technology is an effective assistant to the evaluation of comprehensive practical activities.
Effective, scientific and rational use of information technology will make our evaluation of students more objective, true and democratic.
1. Break the teacher evaluation system.
The Guiding Outline of Comprehensive Practical Activities emphasizes: "The evaluation of comprehensive practical activities emphasizes multiple value orientations and multiple standards, and affirms the multiple ways for students to interact with the world." So evaluators can be teachers, students, parents and social forces.
To this end, our school has set up a comprehensive practical activity section on the school website to facilitate students' self-evaluation, mutual evaluation among students and mutual evaluation among activity teams, and also to involve teachers, parents and other social people. Participants can browse relevant information on the internet and make an objective and comprehensive evaluation of each subject activity of the assessed. Individual students can visit the website at any time to inquire and understand, so as to correct their words and deeds in future activities, communicate online, and achieve the purpose of re-learning.
2. Evaluate in the whole activity.
At the same time, the evaluation of comprehensive practical activities pays attention to the evaluation of students' activities, which makes the evaluation penetrate into all aspects of comprehensive practical activities. It is the main strategy and mechanism to improve the effectiveness of comprehensive practical activities and ensure the quality of learning. Comprehensive practical activities not only pay attention to the evaluation of learning results, but also pay attention to the evaluation of process. The evaluation of students' activity process: using information technology to collect and process information, using information technology to make value judgments. For example, in the "Clothing Complex" activity, in addition to the evaluation items such as students' interview cards, harvest cards, "message board" and "So-and-so told me" in the activity records, each team also created an online message board for its own team homepage, where students, teachers, parents and other personnel can ask questions and communicate with classmates at will, and evaluate the students of each team at any time and in time, thus truly realizing the evaluation process.
In a word, information technology education is an important content and special field of comprehensive practical activities. We should pay attention to the organic integration of information technology education and the content and implementation process of comprehensive practical activities, actively use information technology means such as network technology in the implementation process of comprehensive practical activities, expand the time and space scope of comprehensive practical activities, improve the implementation level of comprehensive practical activities, and open up space for students to carry out cross-regional, cross-school and cross-class cooperation and exploration. Information technology is the booster and assistant of comprehensive practical activities, which will greatly promote the rapid development of comprehensive practical activities curriculum.