Keywords: information technology, chemistry teaching, innovative teaching, applied research
First, information technology for secondary vocational chemistry teaching wings
2 1 century is the information world, the development of internet, the gradual application of information technology in teaching, and the application of information technology is actively promoted at home and abroad. Information technology is affecting all aspects of people's lives, especially education and teaching. In order to meet the requirements of the future society for high-quality talents, we must speed up the pace of education reform, so it is urgent to actively apply information technology to chemistry teaching in secondary vocational schools, optimize the chemistry teaching process and promote quality education.
The use of information technology, with its diverse presentation methods, abstracted into concrete, vivid, intuitive, vivid, animated and expressive features, can break through the difficulties in teaching, interact with teachers and students, promote the reform of teaching methods, improve the enthusiasm, initiative and creativity of classroom teaching, and thus improve the quality of education and teaching in schools. The comprehensive application of computer technology, network technology and digital communication technology, from single media to multimedia, from closed resources to open resources, from given teaching resources to self-built construction resources, can further open the classroom, and can provide students with the most abundant and needed curriculum resources with the help of all available teaching resources inside and outside the school and at home and abroad, reflecting the student-oriented teaching concept. Make chemistry teaching based on disciplines, interdisciplinary and facing the real world. Start from the classroom, get out of the classroom and integrate into the complex society. Information technology provides a guarantee for tapping the educational potential, improving information literacy, and promoting the curriculum reform and teaching innovation of basic education.
Second, the theoretical support for the application of information technology in chemistry classroom teaching
(A) Constructivism theory
Constructivism theory advocates student-centered, emphasizing that students are the main body of information processing and the active constructor of knowledge meaning; It is believed that knowledge is not instilled by teachers, but is actively constructed by learners through cooperation, discussion, exchange and mutual assistance (including guidance and help provided by teachers) with the help of necessary information resources in certain situations.
(B) Dell's "tower of experience" theory
This theory holds that people's cognitive ability is first obtained from direct experience, that is, through various senses, thinking and practice. This kind of experience is more specific and comes from practice. The second kind of experience is indirect and realistic, but it doesn't have to be experienced personally, and a kind of "substitute experience" with intimacy can be obtained through audio-visual means. The third kind of experience is indirect and abstract and needs to be understood through thinking ability. The above three types of experiences, from direct experience, alternative experience to abstract experience, are arranged in an "experience tower" from bottom to top. Inspired by the "tower of experience", in the teaching process, the more direct and concrete experience, the easier it is to learn. Therefore, education should start with concrete experience and gradually move towards abstraction. In teaching, many difficulties are dealing with abstract concepts on the spire. Because abstract experience is difficult to learn in class, and due to the limitation of time and space, we can use the audio-visual media in the middle of the pagoda to cooperate with concrete and vivid "alternative experience" to make unacceptable content easy to understand and accept. This is also in line with the law that people know things from concrete to abstract and from individual to general. The microscopic characteristics of chemical abstracts can be well integrated with information technology, which can solve the invisibility in teaching and realize the effectiveness of teaching effect.
Thirdly, the application of information technology in chemistry classroom teaching in secondary vocational schools follows the principle of applicability.
(A) the principle of subjectivity
1, highlighting the dominant position of students' learning. Students learn independently, give full play to their subjective initiative and creativity, do everything possible to encourage them to achieve the principle of knowledge reorganization and reconstruction from active acquisition, and cultivate their innovative thinking;
2. Give play to the subjectivity of teachers' teaching. In teacher training, give full play to teachers' subjectivity, develop teachers' information literacy, make them play a leading role in teaching activities, better become students' guides, organizers, assistants and collaborators, and realize the benign interaction between teachers and students.
(2) The principle of reducing burdens and increasing efficiency
The purpose of chemistry experiment is to free teachers from the heavy burden and teach them easily. Let students free themselves from the heavy learning burden, study actively, easily and solidly, and improve teaching quality and learning efficiency.
Fourthly, the practical application of information technology in innovative chemistry teaching in secondary vocational schools.
(A) the application of information technology has optimized the teaching and learning of chemistry in secondary vocational schools.
1. Using multimedia to assist chemistry teaching has changed the teaching mode and means, and improved the efficiency of chemistry classroom teaching.
Teachers are the main body of teaching, and the presentation of knowledge by the main body directly affects the effect of students' learning chemistry. A lively chemistry class can not only enable students to learn something and master basic professional knowledge, but also improve their learning ability by extending their knowledge. Teaching them to fish is a good way to teach students. Through the application of information-based teaching methods, students can feel the wonderful micro-world of chemistry and enhance their initiative to participate in learning.
2. Enhance students' interest in learning chemistry and cultivate students' innovative ability and inquiry ability.
Students' learning ability is reflected in many aspects, but it is based on their self-awareness of learning interest. The evaluation of learning effect should be based on the effectiveness of students' learning. Teach students to make full use of the increasingly popular information technology, give guidance from a professional perspective, help students to further clarify their learning tasks, actively participate in the learning process, and stimulate their learning motivation at a deeper level. Information technology plays an important role in promoting and optimizing chemistry teaching in secondary vocational schools.
(B) The application of information technology in teaching has stimulated students' interest in learning.
"Attention is the gateway to knowledge" and "interest is the best teacher", which shows that students' attention and interest in learning are important factors affecting the quality of teaching, and interest in learning is often the direct driving force for their learning. Reasonable use of "information technology" can optimize these factors (interest and attention) and better stimulate students' interest in learning. Students have a strong interest in information technology-assisted teaching, a new teaching method. In recent years, the teaching practice of information technology application shows that 95% of students like teachers to use computer-assisted teaching. One of the important reasons is that information technology-assisted teaching makes them like learning chemistry more and stimulates their interest in learning.