Teaching methodology includes four levels: the guiding ideology of teaching methods, basic methods, specific methods and teaching methods. Teaching methods include teachers' teaching methods and students' learning methods, which are the unity of teaching methods and learning methods. Teaching methods must be based on learning methods, otherwise, due to the lack of pertinence and feasibility, the expected goals can not be effectively achieved. However, because teachers are in a dominant position in the teaching process, teaching methods are in a dominant position in teaching methods and learning methods.
What are the teaching methods of information technology?
(1) conventional teaching method 1. Teaching method is the oldest teaching method in the teaching history of various disciplines and the most basic teaching method in teaching practice. In information technology teaching, lecture method is also the basic method for information technology teachers to systematically impart information technology knowledge to students. There are two main teaching methods in information technology teaching: telling and explaining. The former means that teachers vividly describe the process of information generation, storage and transmission, as well as experimental methods and operating steps to students in oral language; The latter means that teachers explain and show concepts, principles and connections to students more closely. The basic requirements for the success of the teaching method are: (1) the teaching content should be scientific and ideological; (2) The content arrangement should conform to the internal logic of information technology knowledge and the order of students' cognitive development; (3) the language should be accurate, concise and vivid, and avoid scripted. 2. Communicative Teaching Method Communicative teaching method uses case analysis, role-playing, problem solving, analysis and investigation, experimental operation and design discussion to impart new knowledge, so that students can participate in classroom teaching, master knowledge, improve their interest in learning, cultivate inquiry thinking and cooperative attitude, care about application and participate in the process of problem solving. The teaching process of communicative approach includes the following basic steps: (1) asking questions to stimulate students' learning requirements; (2) Read, find information or learn new knowledge by yourself through experimental operation; (3) to carry out exchange activities to promote the ability training; (4) Solve problems, draw conclusions or master skills. 3. Review the teaching method and consolidate it in time, and the number of forgetfulness will be significantly reduced. In the actual teaching, review and consolidate for many times. But the method of review is more important. In the teaching of information technology, the effective conditions of memory are to help students establish correct learning objectives, stimulate strong learning motivation, and emphasize the memory of understanding, that is, information processing, multi-channel input of information, and emphasis on thinking. Conventional review methods mainly include introduction review before class, practice while talking, review after class, summary review and application understanding review. (2) Teaching methods based on the characteristics of information technology 1. The basic requirements of using media demonstration and explanation methods: (1) can make the whole class clearly see or hear the object of demonstration, and form a more vivid representation in students' minds; (2) In the process of demonstration and explanation, students should be trained to be good at observing the objects and operation process of demonstration, pay attention to the relationship between them, and grasp their essence and internal relations; (3) The demonstration should let students perceive things and processes with multiple senses as much as possible to enhance the effect of demonstration and explanation; (4) Through the organic cooperation of demonstration and explanation, students should not stay on the surface of things and processes, but should improve their understanding to the rational stage as soon as possible, form concepts and understand the operating principles; (5) The demonstration of media should be timely and appropriate, and the choice of media should focus on teaching knowledge. 2. In practice, teachers set up keyword expressions by imitating teaching methods and how to narrow the query range, providing students with methods and skills to solve problems. Practice imitation teaching method has inherent educational value, and under certain conditions, it has educational functions that other teaching methods and teaching means can't replace. 3. Discovery (inquiry) teaching method The application of discovery (inquiry) teaching method in information technology teaching is becoming more and more common. In fact, it is a learning method, which encourages students to acquire knowledge by themselves with their own minds, attaches importance to students' initiative in learning, and does not regard students as passive recipients, but allows students to participate in the process of acquiring knowledge. The basic process is as follows: 4. Demand-driven teaching method requires teachers to analyze students' actual needs according to teaching objectives, find out the relationship between these needs and objectives, and design tasks from needs to teaching objectives, so that students can change from passive recipients of external stimuli and objects of knowledge infusion to active constructors of information processing, and teachers can change from imparting and inculcating knowledge into helpers and promoters of students' active construction of learning. Give full play to students' initiative and creativity in learning, so that students have many opportunities to apply what they have learned in different situations and form methods to solve practical problems. Based on the principle of "applying what you have learned", according to the requirements of different levels of information processing, we will connect basic theories and skills with demand cases in series, adjust, enrich and optimize the teaching content and structure, provide various information resources as much as possible, and support demand-driven learning and collaborative inquiry. Let students know not only "what" but also "why" in applied learning, and broaden their knowledge of continuing learning.