(1) Let your mind fly freely with your fingertips.
The interaction between teachers and students is a two-way process. Both sides need to keep active thinking under the same knowledge background in order to have the right to speak in the interaction, speak in the same language, realize the tacit understanding and efficiency of the interaction, and successfully achieve the teaching objectives. However, with the intervention of information technology in the classroom, the interaction between teachers and students depends not only on books, languages and blackboards, but also on various forms of information technology. Information technology has not only changed the carrier of interaction, but also changed the way of interaction, so it is very necessary and urgent for teachers and students to adapt to this new interactive environment and demand, otherwise it will inevitably lead to the lag of thinking and the difficulty of interaction. Therefore, skillfully using appropriate methods to help students quickly find the common concerns of teachers and students on the carrier of information technology, to keep students' thinking compact and fluent, and to carry out smooth interaction between teachers and students will effectively promote students to actively construct knowledge.
For example, the courseware we make should be concise and eye-catching. After being projected and displayed on the big screen, it should be equipped with a laser page turning pen, posture tips and language tips. Fingertips are easy, and the traditional interaction mode and information technology interaction mode are organically integrated, which makes students' thinking smoother. Although the interaction between teachers and students is complicated, it can still be naturally coordinated. The teaching application of interactive electronic whiteboard further promotes the seamless interaction between teachers and students and the big screen. Teachers can present key contents on the whiteboard, and integrate with the whiteboard by cleverly circling comments, clicking and sliding, and interact with students in this state. Teaching and learning are integrated, and teachers and students are harmonious. With the development of hand-held technology, every student can click and drag the hand-held terminal on the seat, participate in interactive learning in the shortest time, minimize the external obstacles of thinking, shorten the spatial distance, realize secret and free information exchange, and the interaction is completed between gestures.
Dialogue is the natural expression of information.
Interaction includes verbal communication and nonverbal communication, and "dialogue" is the process of communication, collision, communication and cooperation, stimulation and infection between subjects in the process of mutual communication, and it is the most important way to realize interaction through verbal communication. However, due to the significant differences between teachers and students in knowledge structure, life experience and psychological characteristics, it is difficult to achieve equal and consistent dialogue and interaction in the classroom, especially in the "knowledge and skill goals". In reality, the disparity between teachers' own knowledge literacy and students' knowledge base is inevitable. As far as the prescribed learning content is concerned, the richness of information mastered by teachers through studying textbooks and collecting materials is unmatched by students through preview. Therefore, on the one hand, teachers should attach importance to the development and utilization of classroom information resources, create a "nutritious" learning situation, so that all students can obtain symmetrical information related to what they have learned, and dialogue and interaction become the natural expression of information; Second, pay attention to the use of information technology to develop and design learning activities that meet children's psychological needs, shorten the psychological gap between teachers and students, and form a harmonious dialogue and interaction between teachers and students.
For example, when teaching the third paragraph of the fourth grade Chinese class "Wonderful Internet", first play a Flash animation introducing the rich content of the Internet to expand students' perception of the text content; Then, on the basis of communication, the teacher explained and demonstrated the purchase process with his own experience of buying page-turning pens online. Then they projected pictures and tips such as "playing chess online", "booking tickets online", "trading online" and "consulting online" to inspire students to express themselves with "yes … yes … yes … even … yes ……". Finally, it was further inspired that "suddenly, for a period of time, the Internet was suddenly interrupted and people could not exchange information. People were going to ... but now they can only ... ". The whole teaching process not only allows students to get rich information about online life, but also allows students to completely immerse themselves in real situations. In particular, the virtual dialogue activities created make the dialogue and interaction between teachers and students enter the realm of "thinking like a spring" and effectively realize the teaching goal of "understanding the wonders of the Internet and being closely related to our lives".
(C) Dynamic adjustment comes from accurate feedback
The interaction between teachers and students is not random interaction without purpose. Teachers, in particular, must clearly understand the teaching objectives and realize the conscious interaction with them, which is based on the preset and continuous teaching adjustment. When information technology is involved in the classroom, teachers or students often lose the purpose of teaching and learning, and the interaction between teachers and students will deviate from the predetermined direction. Therefore, teachers need to get rid of interference factors and capture students' learning information timely and accurately, so as to make targeted teaching adjustments for subsequent learning. In the classroom under the information technology environment, teachers can not only continue to collect learning information by traditional means such as observing the face and observing the color, patrolling and communicating, but also need to recognize and play the important role of information technology in collecting and utilizing learning information, so as to make dynamic teaching adjustments with confidence and implement teacher-student interaction in subsequent learning.
For example, when teaching "Exercise 5" and "Write a personal experience" in the fifth grade Chinese, firstly, according to the characteristics of the textbook, four pictures of faces with emotions are displayed, supplemented by sound effects consistent with expressions, to stimulate students to return to colorful memories and find the theme of the exercises. Then, after determining their own topics, ask the students to vote for the topics they choose using the voting equipment connected to the interactive whiteboard. After the teacher gets the statistical results of students' choices on the spot, he can comment on the composition, make sentences with words and provide language materials according to the students' choices. Obviously, due to the use of voting device, students can get a timely and accurate understanding of the choice of subject types, and the subsequent study can also be adjusted accordingly, which can directly influence and guide more students and provide a basis for close interaction between teachers and students. For another example, students can choose several typical exercises by using handheld terminals such as voting devices. From the immediate feedback of students' choices, teachers can accurately understand what kind of problems students have learning difficulties, so as to continue more targeted teacher-student interaction and follow-up exercises. Some learning contents, such as measuring the angle with a protractor and measuring the temperature with a thermometer, can be enlarged and displayed on the big screen, and some learning contents, such as hidden thinking activities such as classified reasoning, can be displayed by drawing circles on the electronic whiteboard, which promotes the interaction between teachers and students and the possibility of interaction between students.
Second, the process and method of teacher-student interaction strategy to achieve the goal
(a) Use learning records to freeze time.
The interaction between teachers and students around learning activities is not limited to the gains and losses of the results, but often requires an investigation of the learning process, or even a return to the previous period to continue the re-development of the learning process. This cross-time process learning can return to the previous learning situation through language description, but the implementation of teacher-student interaction is limited by the individual differences of students, and the information flow between teachers and students will also be limited in the process of interaction. The application of information technology can record the track in the learning process in time, and store it for calling at any time as needed, which effectively facilitates the dialogue based on teacher-student interaction. Storing learning records can enable students to quickly enter the stored learning freeze frame in other time periods, which is not only beneficial for teachers and students to quickly enter the corresponding thinking state and start dialogue and interaction with teachers and students, but also conducive to students' overall thinking, continuous promotion of learning process and discovery of knowledge structure.
For example, when teaching Chinese Spring Festival couplets in grade four, we can make full use of the interactive whiteboard to record the learning trajectory and realize cross-time learning. Let's ask the students to understand the antithesis characteristics of the two Spring Festival couplets from the aspect of words through dictation according to the introduction of the text. Then three Spring Festival couplets are displayed on the whiteboard, which are separated from each other and arranged in disorder. Ask the students to pair couplets on the whiteboard by dragging and dropping according to the characteristics of antithesis, and mark antithesis. Then continue the follow-up study around the text, and guide the students to find out the laws of the upper and lower ends of couplets by trying to figure out the phonology of the couplets. At this time, we are not in a hurry to enter new learning activities, but switch the whiteboard to the picture where students record their learning results in the previous Spring Festival couplets, so that students can continue to pair Spring Festival couplets in the order of upper and lower couplets according to the characteristics of being flat and plain. Because students re-learn on the original learning track, the interaction between teachers and students is very smooth, which is not only the promotion of previous learning activities, but also the process of students discovering new knowledge and understanding the two decisive factors of Spring Festival couplets: antithesis and intonation.
(B) the learning method is intuitive perception
For children, learning methods can not be mastered by abstract explanations like knowledge, but gradually realized and discovered through the inspiration of teachers in the specific learning process. The learning methods mastered in this way will have vitality and influence, and promote students to use these learning methods to carry out learning activities in the subsequent learning process. Therefore, in order to achieve the teaching goal of learning methods, teachers cannot teach methods for the sake of teaching methods. The key is how to guide students to form metacognitive strategies in the process of learning and practice. The application of information technology can focus on the learning process of capturing key points and presenting them to students for reflection. Only through reasonable interaction between teachers and students can students more easily refine metacognitive strategies and master corresponding learning methods, and the application significance of information technology to learning methods can be more effectively demonstrated. We can give full play to the advantages of information technology and convenient data communication. In the process of inspecting students' learning, we can use portable devices such as mobile phones to capture the key points of learning in time and send them to the computer screen for teacher-student interaction according to specific facts. Because this kind of teacher-student interaction can rely on the first-hand multimedia materials that can be known and felt, it goes beyond the simple oral expression, is conducive to the dialogue between teachers and students, and improves the efficiency of information transmission and the achievement of teaching goals in teacher-student interaction.
For example, in the process of reading teaching, teachers often instruct students to take study notes. After the teacher arranges the task of self-study, he can use his mobile phone to collect the typical learning pictures of students in the process of taking notes during the patrol, and send them to the computer screen immediately through wireless technology. When students are faced with many pictures of their classmates or their own study, they will enhance their intuition of taking study notes and form their own knowledge of metacognitive strategies in vivid comparison and interaction. In fact, in the classroom, such precious learning scenes are still relatively common, but sometimes due to the limitations of technical conditions, we can only let it go and give up the capture of learning resources. For example, in math class, students learn to draw a circle with compasses, group study, students' division of labor and cooperation study, science class, students measuring the temperature of water in a glass with a thermometer and other experimental pictures, and so on. We can choose typical scenes to capture and send them to the computer screen, and on this basis, we can interact with teachers and students, which is highly targeted, and the fact-based dialogue is also very touching to students, which is conducive to intuitive understanding and abstract summary of learning methods.
Third, the teacher-student interaction strategy to achieve the goal of emotional attitudes and values
(A) Emotion is the bond between teachers and students.
In the classroom, in the life course of teacher-student interaction, teachers can only show and realize the meaning and value of their own lives by paying attention to the meaning of students' lives and rejuvenating their vitality. In the classroom of subject teaching, the utilitarian nature of subject knowledge teaching often leads to one-sided pursuit of knowledge accumulation, ignoring the significance of human life and the need of human emotion. The application of information technology in classroom teaching tends to exaggerate the power of technology, ignore the essence of technology as a thing, and ignore the emotion of technology itself. Therefore, in the subject teaching classroom under the information technology environment, it is easy to cause emotional double deficiency and ignore students' emotional needs, thus hindering effective interaction based on harmonious teacher-student relationship. Therefore, teachers should first fully realize the existence of the teaching goal of "emotion, attitude and values". Emotion is also the premise of effective interaction between teachers and students, so we must pay attention to emotional communication and exchange in class. Secondly, teachers can't separate the integration meaning of teachers and information technology, and let information technology replace teachers and students for emotional communication. Teachers' use of information technology has its limited function. Only by integrating information technology with itself can the overall educational strength of teachers and technology be improved. Teachers even sometimes need to limit the time and exaggerated role of information technology in front of students, so as not to let technology become a barrier between teachers and students, and not to let technology weaken the meaning of teachers' life as a living body.
For example, in the third grade Chinese class "May in Hu Aixiang", because the teacher has good Chinese literacy, he doesn't need a computer CD to read the full text. Instead, teachers show a group of pictures with music while reading the full text, and teachers convey their emotions through their own expressions and intonations when reading. For more than three minutes, students are not faced with a cold computer, but a teacher who is full of voices and feelings and communicates with his eyes at any time. The affection between teachers and students has been maintained. In the process of intensive reading, the teacher did not use the supporting video to show Sophora japonica for about 3 minutes, but presented several pictures of Sophora japonica with different morphological characteristics, and used "some ... some ..." to appreciate, imagine and express colorful Sophora japonica, and interacted with students at any time to experience the joy of learning together between teachers and students. Although two 3 minutes are not long in normal times, for a 40-minute class, the emotional break between teachers and students often leads to students' depression and the shift of learning focus. Therefore, when using information technology, teachers should pay attention to integrating their own life meaning and emotional communication into the application process of information technology, so as to make the interaction between teachers and students smooth.
(2) The power of shock comes from emotional rendering.
Subject teaching also has its educational value, which is more reflected by the teaching goal of "emotional attitude and values" dimension. However, subject teaching is limited by the characteristics of the subject, and its teaching goal of "emotional attitude and values" has * * * similarity and emphasis. For example, Chinese discipline focuses on cultivating students' emotional attitudes and values through language, mathematics discipline focuses on cultivating students' emotional attitudes and values through mathematical symbols, music discipline focuses on music and songs, and art discipline focuses on cultivating students' emotional attitudes and values through art works. However, there are similarities in "gradually forming a positive attitude towards life and correct values, improving cultural taste and aesthetic taste". With the wide application of information technology in the classroom, it is easier for teachers to break down the discipline barriers and use various forms of materials to render emotions, so as to promote the teaching goal of "emotional attitude and values" in a certain discipline. When learning language works, you can use music, pictures and so on to enhance emotional rendering; When learning math problems, you can use language and pictures to enhance emotional rendering; When learning music or art works, we can also use language and mathematical symbols to enhance emotional rendering, so as to realize the interaction between teachers and students driven by emotion and promote the formation of good learning attitude and positive world outlook and values.
For example, when teaching the sixth grade Chinese "Captain", how to design learning activities to learn the phrase "Captain Javier slowly sinks into the sea"? Of course, we can understand the noble quality of the captain's loyalty by speaking like a book, but such learning activities are emotionally thin, lack of appeal and students' emotional experience is not enough. So, the teacher made this adjustment: the multimedia screen shows Captain Javier standing high on the bridge, and the theme song of Titanic "My Heart is Eternal" is played at a slightly higher volume, and the corresponding paragraphs slowly rise from bottom to top. At the same time, the teacher recited this paragraph with affectionate words. After that, let the students express themselves freely: If Captain Harwell could say something to you, what would he say? The rescued man looked at the scene in front of him. What would they say? I believe that in such a shocking situation, teachers and students will be sincere and affectionate in their interaction, and will also touch students' world outlook.
Effective classroom teacher-student interaction is the embodiment of a teacher's teaching art level. The interaction between teachers and students in the classroom under the information technology environment has its particularity, which requires both teachers and students to master the performance of information technology skillfully, and requires teachers to use information technology to enhance the dialogue and communication between teachers and students with their own wisdom and emotion under the advanced concept of curriculum reform, so as to realize a new realm of classroom teacher-student interaction. The application of information technology, although the interaction between teachers and students in the classroom is complicated, can still achieve a balanced situation, then the integration of information technology will achieve more ideal results. Effective classroom teacher-student interaction under the information technology environment is the premise and guarantee for teachers to continuously improve their classroom teaching level.