1, students' subjectivity is not strong, but teachers are still dominant, and the learning effect is not good.
This situation shows that preparing lessons is unscientific, and realizing teaching objectives is our ultimate goal. The time of each class is fixed, and the task must be completed within a limited time.
3, grandstanding, deviating from the essence of teaching.
In this case, I think one thing is that the design of courseware is too fancy, paying attention to sensory appreciation and ignoring the teaching effect, which makes people feel grandstanding. Another problem is that the teacher's guidance is not very successful. Just like flying a kite, it is difficult to complete the teaching task by paying attention to flying and not receiving. It is best not to use information technology to intervene, but to be practical. Teaching lies in effect, not in performance.
4. Do not abuse information technology.
The purpose of the integration of information technology and disciplines is to better solve the problems that cannot or are difficult to solve in traditional teaching, that is to say, not all classes are suitable for using information technology to assist classroom teaching. Some teachers rely too much on information technology in teaching, no matter whether it is necessary to use information technology in teaching content or whether the timing of information technology is appropriate, students spend too much time watching the screen and too little time exploring, reading and practicing independently.
You can't fight alone.
In recent years, broadband and campus networks are overwhelming, but in the face of superior conditions, some people still don't know enough, and they still "don't take the road of sunshine, just take the single-plank bridge". They have a one-sided understanding of curriculum integration, and think that the integration of information technology and disciplines is mostly the business of information technology teachers, because information technology teachers have unique conditions, but they don't know that "everyone paddles and sails" and need teachers from all subjects.
6. We should not only pay attention to integration in open classes and excellent evaluation classes.
The integration of information technology and discipline can not be realized in a short time. Some teachers only think of integration when they ask for integrated classes and open classes, and still "wear new shoes and take the old road" without taking advantage of information technology. Especially the old teachers think that they have not been integrated for many years, and the effect is not bad. However, what they advocate now is that students can learn independently, and using information technology as an auxiliary means of teaching can inject vitality into teaching.
7, blindly rely on information technology.
Some teachers found a "good" website, which provided many courses and related resources of integrated technology. According to their own needs, they found and downloaded a worksheet of curriculum design and integration technology. There are two technical integration activities in the work of this unit: finding and listing the relevant knowledge information websites;
8, not pragmatic, grandstanding
Some teachers believe that the more advanced technical software is used, the more advanced teaching can be reflected; The more novel the teaching courseware is, the more pictures, animations and audio are used, and the more it can reflect the role of information technology. In other words, some teachers think that the more technical means are used in teaching, the more it can reflect the integration of information technology and curriculum. Under this misunderstanding, many teachers vigorously develop "excellent courseware" in order to "show their faces" in open classes, but the result is that students are distracted or at a loss in front of new technologies. Or, some teachers abuse various technical means in the teaching process, making classroom teaching an exhibition of new technology and equipment.
9, lack of control, the classroom is out of control.
In many teaching activities supported by information technology, teachers are helpless to deal with sudden technical problems in the classroom; Or can't effectively guide students' teaching. For example, when students are asked to complete their learning tasks in groups, one or two "little geniuses" often do everything, while other students do nothing. For another example, when students are asked to show their learning works in the technical group, each group usually only pays attention to their own display content, but knows nothing or is indifferent to the display content of other groups.
10, "putting on a show" is too suspected.
At present, although there are many open courses integrating information technology and curriculum, they are rarely used in actual subject teaching. Many integration behaviors are only designed for the needs of display, and do not go deep into daily teaching. Behind the "show" of open classes, there are hidden practical troubles faced by teaching reform: many front-line teachers say that the pressure of exams forces schools and teachers to adopt cramming dictation teaching. However, I have no time to consider the practice of integrating information technology with curriculum. This is because, although information technology can promote the teaching effect, when using technology, many teaching contents cannot be completed within the original teaching hours, that is, the set teaching tasks cannot be implemented. In a single class hour or classroom teaching, it is difficult to carry out some well-designed teaching activities that integrate technology. In addition, not all subject contents are suitable for teaching with information technology. If information technology is forcibly used for all content teaching,