As a new subject in primary schools, information technology is one of the important subjects in implementing quality education. Cultivating students' autonomous learning ability and innovative ability is an important part of information technology classroom teaching. There are three sentences in the American library: "I forgot after listening;" I remember it when I see it; I'll understand when I do it. "This shows the importance of cultivating students' autonomous learning ability and operational ability in the information technology classroom.
Accordingly, in order to complete the tasks stipulated in the syllabus, realize the teaching objectives and develop students' ability, we must firmly base ourselves on the usual classroom teaching. In the classroom teaching of information technology, it is particularly important to find and apply appropriate teaching methods. With the continuous development of computer software and hardware and the deepening of information technology teaching, classroom teaching has changed from non-standard to basic standard, and teaching methods have grown from scratch. The teaching mode has gradually changed from learning from other disciplines to teaching mode with information technology characteristics. In the teaching practice of information technology in primary schools for more than two years, based on the curriculum objectives of information technology, combined with the physical and mental development characteristics of primary school students, I actively explored the teaching methods of information technology in primary schools and summarized the following six teaching methods for everyone to exchange, which can only play a role in attracting jade.
First, the traditional interpretation method.
The traditional way of explaining knowledge is that teachers systematically explain knowledge. As one of the most commonly used and oldest teaching methods, it is also suitable for emerging information technology disciplines. This teaching method is mainly used for the teaching of information technology knowledge. It can complete the teaching process without other teaching equipment, such as teaching the history of computer development, computer composition, computer daily maintenance and virus prevention, computer use, network ethics and so on. This teaching method is also suitable for explaining the principles and operation steps of computer operation knowledge, such as sitting posture in computer operation and analysis of Chinese character input method. In teaching, teachers should pay attention to the "vividness" and "vividness" of the teaching language according to the characteristics of primary school students, prevent textbooks from being scripted, and deeply process the contents of the textbooks, so that teachers can teach easily, students can listen happily and remember firmly.
Second, the broadcast demonstration method
Broadcast demonstration method is the steps and methods that teachers use network demonstration software to operate and students learn from the teacher's demonstration operation. This teaching method is mainly used in the process of strong operability, such as the start and exit of application software such as drawing, WORD and POWERPOINT, the introduction of operation interface and various editing operations. This teaching method is an important and effective teaching method in information technology teaching, and students can directly understand the functions of various application software in a very short time.
Operation method, this method can not only be used to explain the new curriculum, but also be placed in the introduction stage of the curriculum. As long as teachers organize some novel introduction contents, attract students' attention and stimulate students' interest in learning, it will help students to enter the teaching process synchronously, prevent individual students from doing other operations, and realize the synchronization of the whole class's learning with the teachers' teaching contents.
Thirdly, synchronous teaching method.
Synchronous teaching method means that students and teachers operate synchronously, and students master what they have learned and what they have operated. This teaching method is mainly used in the teaching process of new knowledge with strong operability, and can also be used in the review process that middle school students are difficult to understand. This teaching method has a more important role and new significance in information technology teaching. There are two application modes of this teaching method.
The first teaching mode is that the teacher operates on the teacher's computer (explaining while operating) and shows it to the students through the computer projector. The students follow the teacher's operation and explanation step by step until the whole operation process is completed. This teaching mode is widely used in information technology teaching. For highly operational information technology disciplines, there are many operating steps and processes for a specific function in a specific software, and the interface changes frequently, which makes it difficult for teachers to explain. This teaching mode must require computer classrooms to be equipped with computer projectors, which is very effective for qualified schools to solve important and difficult problems in the teaching process.
Another teaching mode is that the teacher watches the students' operation and gives guidance, and the students perform the same operation at the same time under the guidance and explanation of the teacher, step by step, until the whole operation process is completed. This teaching mode is suitable for a wider range of rural schools, because teachers do not need network demonstration software and computer projectors to teach information technology. Applying this teaching mode to teaching, the teaching method is basically the same as the first mode, except that the teacher first designates several gifted students to cooperate, the teacher explains one step, and the whole class operates synchronously with the cooperation of gifted students. When explaining, in addition to explaining the specific functions and functions, because some students have no intuitive visual reference, every step of the operation should emphasize the specific position where the mouse points and clicks. In order for every student to complete the operation, the teacher should find a good reference or make it clear. In this teaching mode, teachers must control the operation progress, and some students must not operate in front and some students in the back, so that teaching cannot be carried out. Therefore, it is necessary to fully organize teaching, advocate mutual learning, promote communication (one classmate will teach the next classmate immediately), help (for a few students who have difficulties in operation, the next classmate will help) and lead (teachers should consciously cultivate some excellent students and let them drive). Organizing teaching well is exactly the same as the teaching effect of the first teaching mode, and it will also create a good learning atmosphere. If the organization of teaching is not good, this teaching method will not only have a good effect, but will make the classroom chaotic and the teacher will have a hard time in class.
Fourth, the task-driven method.
The so-called "task-driven" means hiding the new knowledge to be learned in one or several tasks. With the help of teachers, students closely surround a task activity center with the same * * * *, driven by strong problem motivation, actively explore and interact with each other through the active application of learning resources, and guide students to produce a learning practice while completing the established tasks. "Task-driven" is a teaching method based on constructivism teaching theory. It requires creating teaching situations with "tasks" as the goal, so that students can learn with real tasks in exploration. Let students take "task" as the main line, teachers as the leading factor and students as the main body to complete the teaching task.
The above flow chart is designed to respond to the teaching idea of "teaching as the leading factor and learning as the main body" advocated by quality education, emphasizing students' subjectivity and requiring students to give full play to their initiative, enthusiasm and creativity in the learning process. Students are considered to be
Active participants in the process of knowledge construction, many learning goals and tasks need students to actively and purposefully obtain materials to achieve, and teachers are organizers, directors, promoters and consultants in the teaching process. Therefore, under the task-driven teaching mode, teachers are required to arrange students to learn the knowledge in textbooks by analyzing and designing the teaching objectives and contents before each class, and prepare tasks with appropriate difficulty. After the lecture, leave the task to the students to solve. In the process of learning, analyzing and solving the whole problem, the teacher only plays the role of organization and guidance, giving students the space to think and explore actively, so that students can develop actively. In this way, regardless of whether the final students draw a conclusion, teachers should communicate with the students on how to complete the task, so as to finally make a reasonable evaluation of the completion of the whole task and give corresponding feedback. Through this method, students' learning enthusiasm is enhanced in the teaching process, students' thinking consciousness of actively participating in learning is cultivated, and students' autonomous learning ability is also improved invisibly.
In this process, students should understand that information technology, as a basic learning tool, serves specific tasks and can be applied to many disciplines and even all aspects of life. Teachers should cultivate students to treat information technology in a natural way, and regard information technology as a cognitive tool to obtain information, explore problems and cooperate to solve problems. Teach students not to focus on learning knowledge, but to learn to learn, master methods and cultivate autonomous learning ability.
In the process of implementation, the design of "task" should have clear goals, which requires teachers to subdivide the overall goal into small goals and the content of each learning module into easy-to-master "tasks" on the basis of the overall learning goal, through which the overall learning goal can be embodied. For example, taking the learning of "Making Personal Address Book" in Lesson 7 of Book 3 of Primary School Information Technology as an example, when learning the content of "Making Personal Address Book", students can be assigned a task of "setting their favorite background color for the table", which includes two steps of making the table and setting the background color, and emphasizes the "favorite background color", which reflects the relationship with students and is also the following operation. Different teaching contents can be assigned as specific tasks in each class, and students are required to give solutions in class. Another example is the module comprehensive exercise of saving online materials. Students can design and produce a tabloid, which needs pictures, articles, artistic words, columns and so on. And its content and layout are completely free for students to play. This form is more suitable for the comprehensive learning stage of each module. At the end of the final study, students are required to make an electronic version of the newspaper by combining the relevant contents of Chinese, mathematics and even physical education, and of course other fields. Through this "task-driven" continuous training, students not only master the classroom content skillfully, but also gradually apply this problem-solving skill to other fields, which has been greatly improved.
The process of students using information technology to solve problems and complete tasks is a process full of imagination and continuous innovation, and it is also a scientific, rigorous and planned hands-on practice process. Only by giving this process to students completely can it help to cultivate students' innovative spirit and practical ability and continuously develop students' autonomous learning ability.
Fifth, research-based learning methods.
Inquiry learning refers to creating a situation or method similar to scientific research in the teaching process. Students can choose and determine research topics from their own study, life and social life according to their own interests, hobbies and conditions, and actively explore, discover and experience in a way similar to scientific research. At the same time, learn to collect, analyze and judge information, acquire knowledge, apply knowledge and solve problems, so as to enhance thinking and creativity and cultivate innovative spirit and practical ability. The outstanding feature of this learning method is that students insist on free topic selection, independent exploration and free creation in the learning process. Compared with previous learning methods, research-based learning is more conducive to cultivating students' innovative ability. Therefore, "let every student progress" is the core value orientation of research-based learning. Students are always in the main position in the process of research-based learning, not only learning knowledge, but also exercising intuitive thinking ability and creative thinking ability, shaping self-confidence and self-esteem.
Information technology teaching, as a compulsory course with the goal of cultivating innovative spirit, research ability and practical ability, emphasizes that students raise questions, collect materials, explore, analyze and study research topics through research-based learning, and finally cultivate students' scientific attitude and values, innovative spirit, innovative thinking and creative ability in practice based on problem-solving mode, and learn to solve practical problems related to information technology learning in life. In order to make students' enthusiasm for information courses last, it is not enough to just impart knowledge from books. More importantly, teachers should consciously carry out horizontal comprehensive teaching related to information and other disciplines. The tasks that need to be completed in the research-based learning mode are generally not the content of the teaching materials, but the extension of the classroom, and even the topics of social reality, such as environmental protection and social problems. In this mode, information is obtained and exchanged, and finally the research task is completed in the form of computer works. In other words, the tasks assigned by the teacher can be specific information courses or problems in other disciplines (such as Chinese, mathematics, etc. Once the task is put forward, the teacher will leave the whole dynamic process of analyzing and solving problems to the students to learn independently. Through one or several tasks, or even taking the relevant knowledge and ability requirements of several disciplines as a whole task, students are organically combined to study how to complete the task, and at the same time, they have completed the study of relevant knowledge of several disciplines.
Research-based learning teaching is no longer the traditional framework of single-subject learning, but needs to complete the course objectives in the form of topics according to students' different cognitive levels. Through the subjective, exploratory and creative problem-solving process, students organically combine multidisciplinary knowledge, knowledge and experience knowledge, in-class and out-of-class, school and society, which stimulates students' enthusiasm for autonomous learning and exploring problem-solving methods to the maximum extent. As far as the whole process is concerned, research-based learning teaching highlights students' autonomy and participation. In the whole research process, from the proposal, formation and implementation of the research plan to the completion of the task, students are independent, while teachers only give students general guidance on the methods of selecting topics and analyzing materials. In the whole learning process, students, as the main body of learning, completely rely on their own ability to solve all the problems they encounter, and at the end of the project, they also expand their knowledge in and out of class.
The research-based learning teaching of information technology in primary schools is a good way to communicate between schools and society, between books and practice, and between man and nature. The biggest difference between it and understanding society and nature through indirect teaching is that it is completed through students' multi-sensory participation, and it is a feeling and cognition of reality. At the same time, the research-based learning of information technology needs the participation of students' emotions on the one hand, and the process of students' emotional development and new emotional acquisition on the other hand. The acquisition of emotions and emotions will have a subtle influence on students' understanding and behavior, which is incomparable to information technology book learning.
Six, hierarchical cooperative learning method
"Stratification" is essentially a method to try to realize personalized teaching in classroom teaching. In classroom teaching, students are allowed to have flexible choices about learning materials, learning methods, the degree of achieving goals and the time limit for achieving goals. The determination of teaching objectives, teaching contents, teaching time, teaching steps and teaching methods can all proceed from the reality of students at different levels. According to different levels of students, the level of teaching objectives should have different requirements. According to the different learning efficiency of students, the capacity of learning content should also be different. According to students' cognitive ability, there are different requirements in self-study, discussion and practice. The stratification of teaching objectives is one of the keys to the implementation of "stratified teaching". The goal stratification is to change the unified teaching goal in traditional teaching into a flexible goal that students can choose. Learning objectives and learning methods allow students to choose, which determines that students "have something to do" and "everyone has an interest in learning". The task of teachers has changed from mainly explaining and teaching to mainly guiding students' learning, understanding students' learning situation and giving individual counseling. The way of learning has also changed from mainly teachers telling students, to mainly students' self-study and group cooperative learning. Group learning is a feasible classroom teaching form of "hierarchical" teaching.