On how to cultivate interest in information technology learning and improve information literacy.

Zhang Liqiang (742300, Gansu Longnan Vocational Secondary School, Huixian) Keywords: information technology method interest literacy Through years of information technology education and teaching practice, I think it is very important for beginners to learn information technology well: first, cultivate students' interest in learning information technology; The second is to improve students' information literacy; Third, teachers' teaching methods and means. Cultivating students' interest in learning information technology is to lay the foundation for students to learn information technology actively and happily, so that students are always in the main position in the learning process, and improving students' information literacy is the goal of students' learning information technology. In teaching, we should actively explore some new teaching modes, adopt heuristic, exploratory and research teaching methods, provide students with space for active development as much as possible, cultivate students' ability to study and work with information technology and their ability for sustainable development, and lay a good foundation for lifelong learning. First, according to the development law of students' thinking, vivid and intuitive teaching methods are adopted to let students experience a sense of accomplishment. The level of junior high school students' thinking activities is basically in the stage of concrete thinking in images. Therefore, junior students acquire knowledge and skills through direct perception of objects, models and vivid words and direct operation of learning materials. In junior high school information technology teaching, we should pay special attention to make full use of the inherent characteristics of computers and adopt vivid and intuitive teaching methods to help students deepen their understanding and memory of computer knowledge. We should teach information technology courses according to students' cognitive laws and students' thinking development laws. For example, it is very difficult to give computer lessons to the seventh grade students, especially to let them remember the positions of characters such as letters and understand basic concepts such as windows and desktops, which brings great difficulties to the explanation of basic computer knowledge. Through the previous teaching practice, when I was teaching students to know the keyboard, I practiced interesting games in the software with input method, so that students could practice fingering that was usually boring easily and happily, and soon remembered the keys. What used to take six to eight hours to complete now only takes four to five hours. When explaining "desktop" and shortcut icons on it, I compare "desktop" to their own desks and shortcut icons to books and stationery on desks, so it is easy to understand these two concepts. The icons on the "desktop" are just like books and stationery on our desk, but they can be more or less, just for convenience. In addition, I also animated interesting content and graphics, accompanied by music, designed novel tutorials for students to enjoy, stimulated their desire for learning, or found something more appropriate and interesting and easy for students to understand as a metaphor, with remarkable results. When I told 8th grade students about the composition of computers, I avoided the complicated computer structure. Starting with a computer on the desk, I first introduced the names of various parts to the students, and then let everyone have a look at what is behind each device. One by one, the students bent down to look for it. Some say there are two wires behind the monitor, some say there are wires behind the keyboard, and some students say there are many wires behind the host. Then I guide them to follow the trace to see where these wires are connected. Finally, I open the case and remove the hardware involved in the textbook for a more detailed explanation. Then I guide the students to install all the hardware on the computer. For hardware equipment that the school does not have, such as scanners, digital cameras, laser printers, etc. I found some related pictures and put them on the server to show to my classmates. Through students' hands-on operation and teacher's explanation, students will soon master the basic composition of computers. Through this kind of teaching, students not only know all kinds of computer equipment, master the connection method of computers, but more importantly, eliminate their mystery about computers. Most students think that computers can be installed to improve their interest in learning. Second, study in groups and cooperate with each other to narrow the differences between individuals. Information technology course is a highly operational subject, and it is estimated that no subject is so obvious in reflecting students' differences. Due to various subjective and objective reasons, some students in computer classes can be said to be a little proficient, but many students have weak foundations and difficulties in learning. This has brought some difficulties to our teaching. If the teaching content is too shallow, the students with good foundation will not cooperate well; A little deeper, students with poor foundation can't accept it. In order to solve this realistic contradiction, I mainly adopt the way of grouping the whole class for cooperative learning. Sharing resources and learning together among groups not only cultivates students' spirit of cooperation, but also improves their academic performance in information technology. The specific method of classified query of periodical articles lies in periodical database. Generally, students of different levels are in groups of two, and at most three (depending on the situation of the school's microcomputer, it can also solve the contradiction of more students and fewer microcomputers). Students with a good foundation are elected as group leaders, who are responsible for checking and guiding the study of group members in class. Because there are few microcomputers in our school and many students in the class, sometimes two students share a computer, and some students with poor foundation often can't keep up with the teacher's teaching process, so the team leader plays the role of a small teacher. When completing some comprehensive tasks, not only students in the same group should help each other, but also each group should use the convenience of local area network to share resources. This not only improves learning efficiency, but also makes children understand the importance of cooperation. After learning the basic operation of drawing, I organized students to have a drawing contest, and the students voluntarily combined and divided into several groups. Everyone has a clear division of labor, some are responsible for design, some are responsible for production, and so on. In addition, each group also saves the works in the designated folder. The evaluation of works has changed the situation that teachers have the final say, everyone speaks freely and uses radio teaching to evaluate each other. Third, try to organize teaching in a "task-driven" way. "Task-driven" is a teaching method based on constructivism teaching theory. At present, task-driven teaching method is widely used in information technology teaching in primary and secondary schools. This teaching method is summed up on the basis of computer example teaching practice, and its basic characteristics are "taking tasks as the main line, teachers as the leading factor and students as the main body". Students' learning activities must be combined with big tasks or problems, so as to explore problems to guide and maintain learners' learning interest and motivation, create a real teaching environment, and let students study with real tasks. Students must master the initiative in learning, and teachers constantly challenge and motivate students to move forward. "Task-driven" teaching method conforms to the inquiry teaching mode and is suitable for cultivating students' innovative ability and the ability to analyze and solve problems independently. The information technology course is a practical and creative course with distinctive characteristics of the times. "Task-driven" teaching method conforms to the hierarchy and practicability of computer system, and puts forward a progressive learning method from the outside to the inside, which is convenient for students to learn information technology knowledge and skills step by step. The junior high school information technology textbooks used in the compulsory education stage of our school contain the contents of moving and copying graphics. I designed a beautiful courseware for students, and put forward three tasks: "Let butterflies (which can be opened from the gallery or painted by themselves) fly into the flowers" (move); "Copy the invited animals into the drawing file" (copy and paste); "Join your own creativity and show your personality" (reflecting the level). The first two tasks must be completed, and the third task is optional. When I boarded the computer, I gave students the initiative to explore, gave them more desire for knowledge, more interest in learning, more opportunities for expression, more creative confidence, more successful experiences, and gave students the strength to reach the other side of success. This can stimulate their curiosity and gradually form a virtuous circle of "interest → love of learning → sense of success → interest", thus cultivating their independent exploration and pioneering self-study ability. Interest is the beginning of success, success can bring more interest. After a year of hard work, students have created many excellent works with "brush" and "PowerPoint", and achieved good results in information technology teaching. I played some of the students' works in other classes, which generally improved the students' painting and appreciation level and made them have a new creative consciousness. We selected some of the best works and set them as "desktop" background, so that students can further appreciate the joy of success. The semester is over, and I am very pleased to recall the achievements made by students in the information technology class. Fourth, the conclusion. In the new century, with the popularization and implementation of information technology, the reform of traditional teaching methods and concepts is imminent. Information technology teaching should bear the brunt, actively carry out teaching reform, closely combine teaching practice, widely apply teaching design theory and new teaching methods to information technology teaching design, improve the teaching efficiency and level of information technology courses, and strive to cultivate new talents with all-round quality. In a word, the development of information technology provides both opportunities and challenges for education and teaching. How to solve the educational concept, teaching methods and means and further adapt to the requirements of the new curriculum reform are all issues that we have to pay attention to. I sincerely hope that with the joint efforts of the whole society and teachers and students in the county, information technology teaching in our county will blossom everywhere and achieve fruitful results. 3. Zhou Nanyue, editor-in-chief of Computer Application Foundation.