5 18002 Wan Shijie of Shenzhen Jinwen Middle School
Keywords: autonomous learning information technology special learning website
Teaching under the network environment emphasizes the use of network resources and environment, fully respects students' dominant position in learning, mobilizes students' automaticity in learning, stimulates students' interest and enthusiasm in learning, and carries out autonomous learning, so that students' personality can be fully and distinctively developed. At the same time, teachers play a leading role in students' learning process, and their role is not to impart and instill, but to organize and guide.
Relying on the network environment, build a special learning website and start the classroom teaching of information technology. We have experienced a series of famous practices of information technology classroom teaching under the network environment. Next, taking the section of computer virus prevention and network insurance of seventh grade information technology as an example, this paper first introduces the practice and experience of using special learning websites to carry out information technology classroom teaching.
First, the analysis of teaching content
"Computer virus prevention and network security" is the curriculum content of grade seven. Due to the rapid development of computer viruses, new viruses are produced almost every day, which is closely related to students' study. However, most students know about viruses, but they don't know much about the causes and effects of computer viruses. We designed this course as a physical education class for research study. It is planned to combine the definition, characteristics and prevention of virus in the original course to carry out teaching design. At the same time, further expand the knowledge of learning viruses, such as the code characteristics of viruses, how to find feature codes, how to immunize viruses and so on. Demolition of chimney-water tower and iron tower in Suzhou Gaokong Demolition Company. Improve students' anti-virus awareness and ability, end the relationship between virus development and computer development, always pay attention to the development of computer software and hardware, and have a strong interest in computer knowledge.
Second, preparation before class
2. 1 data distribution set
The contents of festivals spread to the latest trends of computer viruses, and this kind of information is very rich in various media. Two weeks before class, arrange students to collect words, pictures and news scenes about computer viruses from relevant websites, newspapers and magazines to further create situations and stimulate interest. Related websites include Beijing Jiangguan Xinke Technology Co., Ltd. (/), Beijing Rising Computer Technology Development Co., Ltd. (/), etc. Websites related to computer viruses can be found through the search engine Zhonggao Yahoo (.yahoo.com/).
2.2 Web page production
After planting, sorting and analyzing the collected data, students will use frontpage2000 to make online courseware under the leadership of Mr. Wang, and then upload it to the school server or network host for teaching use, which can also be used as a resource for students' independent research study after class. Using Powerpoint2000 software, the teaching ideas, leadership ideas, teaching projects, edition books and other contents are made into slide presentations of audio-visual education department.
2.3 Network environment
Conduct network teaching in multimedia network classroom, and test whether 54 students' computers and teachers' computers are networked. Broadcasting system, projection equipment, network server and related software (such as browser, Pointpint2000, etc. ) should be able to run abnormally.
Third, the teaching objectives
"Knowledge use":
By studying and discussing the definition, characteristics and prevention of computer virus, students can broaden their horizons to the greatest extent and deepen their understanding and mastery of what computer virus is, its characteristics and how to prevent it.
[Ability objective]:
1. Cultivate students' ability to acquire knowledge, process information, analyze problems, solve problems and ask questions by using national specialties.
2. Improve students' self-study ability and embody the principles of students' individuality, autonomy and research-based learning.
3. By making network courseware uniquely by teachers and students, students can learn from the initial network courseware and further guide them to improve the network courseware.
4. Through computer anti-virus software operation training, Angie Chiu car lock is shocking as a necklace (photos), which improves students' ability to prevent and control computer viruses.
【 Emotional goal 】:
Cultivate students to pay attention to the rapid development of computer industry, the leading exhibitions in China's computer industry, the development trend of computer viruses, abide by China's regulations on computer information security, not produce and spread computer viruses, and fight against behaviors that endanger computer security.
Fourth, the special teaching website
Computer virus teaching network. yahoo.com
www.sina.com.cn
Q: What is the classification of computer viruses?
Question: How to detect computer viruses?
Question: What famous computer virus prevention software are there in China? classroom discussion
According to the road of computer circulation, what are the effective methods to prevent and control computer viruses?
What's the new development trend of computer virus at present?
How does computer software detect computer viruses?
The teacher summarized the application of broadcasting effect and the main points of teaching.
Expand the study space, check the related anti-virus professional websites online. /www.sina.com.cn homework.
Please collect the specific information of more than three kinds of computer viruses through newspapers, internet and other media, and provide more than three prevention schemes. In teaching activities, teachers use the functions of multimedia network classroom such as broadcasting, individual tutoring, playing, locking, monitoring and exchanging information to monitor, guide and answer students' questions in the process of searching, sorting and discussing, find out the problems existing in students' discussion activities, and record the highlights and outstanding achievements of students' study and discussion.
Six, experience and thinking:
Through a series of teaching activities, including this course, using the special learning website, we deeply realize that the teaching under the network environment mainly has the following characteristics:
6. 1 change of teaching mode
Through online teaching activities, students search, collect, sort out, analyze and summarize information online, which cultivates students' information literacy, strengthens students' information awareness, stimulates students' interest in learning information technology and deepens their understanding of the information age. Students' primary information processing ability is formed by discarding, analyzing, sorting out, revealing and utilizing information. Using "multimedia network classroom" to carry out teaching can fully reflect the characteristics of developing students' individuality and individualized development, and its center is the teaching mode of "teachers as the leading factor, students as the main body, problems as the main axis and cooperation as the main line". Its goal is to cultivate students' ability to ask and solve problems, and to cultivate students' scientific thinking habits and learning research methods. The basic modes of practical application are: setting questions, online learning, information disposal, classroom discussion, teacher summary and after-class expansion. In the whole teaching process, the teacher's activity is just a help line, which is integrated into the students' main activities. The teacher's role is to actively create situations, inspire students to learn to find problems and be good at asking questions, so that students can measure each other's trust and make up in the discussion, and finally get the correct answer or lead to deeper thinking. Yanji Chimney Beautifying Company writes at high altitude —— Chimney brushes the color ring of navigation mark. Among them, the guidance of teachers is particularly important, so that the classroom atmosphere can be lively, students can actively think and dare to explore, but it does not stem from form, and even makes people distracted.
6.2 Changes in teaching methods
The information society is characterized by personalization and diversification. Caring for people, respecting people and being self-centered have become the main theme of the information society. Network teaching fully considers students' individual characteristics, and the basis of teaching objectives is to be achieved. Xiaogan High-altitude Demolition Company demolished chimneys-water towers and iron towers to maximize the potential and value of each group, and encouraged students to express their views and accept wrong or partially accurate opinions. In teaching, we should try our best to absorb the educational ideas of "superstition, technology and society" (STS), and we must never let students discuss some factual issues online in teaching. Such as the question designed in this lesson: 1, what is the development trend of computer viruses? 2. What are the characteristics of computer virus from CIH virus? 3. What are the common computer viruses? What are the latest computer viruses? 4. What computer viruses are there in your daily computer operation? 5. What are the famous computer antivirus software in China? Students will have more or less experience and understanding of these problems, and their views and experiences are different. Students can learn knowledge from other students' discussions and speeches, solve doubts and doubts, and broaden their thinking.
6.3 Changes in the roles of teachers and students.
Constructivist learning theory holds that learning is a process of acquiring knowledge, and knowledge is not acquired by teachers, but lost by learners in a certain situation, that is, social and cultural violations, with the help of others (including teachers and learning partners), using necessary learning materials in a meaningful way. Because learning is a process of meaning construction with the help of others under a certain situation and social civilization, that is, through interpersonal cooperation activities, constructivist learning theory holds that "situation", "cooperation", "conversation" and "meaning construction" are the four major factors or attributes in the learning environment.
Constructivism advocates learner-centered learning under the guidance of teachers, emphasizing the cognitive subject role of learners in the learning process, while not ignoring the leading role of teachers. Teachers are the initiators and promoters of "meaning construction", not the providers and instigators of knowledge. Students are the main body of adding information to farmers and the active constructors of meaning, not the passive recipients and indoctrinated objects of knowledge. In the above process, it should be inseparable from the fine oral organization of teachers, but students' learning subject status is more prominent, and teachers only play a leading role. With the help of my teacher, I use my hands and brains to collect information and gain experience through observation, simulation, experiment and expectation, and make analogy, analysis and surrender, so as to gradually realize everyone's cognitive process. Yunnan Chimney Beautifying Company writes at high altitude —— Chimney color ring navigation mark. Teachers use computer multimedia technology and network technology, and through other multimedia information including graphics, images, sounds and so on. They may create scenes that meet the requirements of teaching content for students more effectively, stimulate students' interest in learning more strongly, post clues about the connection between old and new knowledge more unilaterally and conveniently, and provide an environment of "self-consultation" and "mutual consultation", thus realizing "meaning" for students.
Due to the huge amount of information and heavy workload of preparing lessons under the Internet environment, online teaching allows students to actively participate in the process of preparing lessons. The specific method is: 1. Teachers should collect, sort out, summarize and integrate teaching resources according to the teaching needs and teaching ideas and methods. 2. In order to meet the needs of different students, teachers should try to find more relevant information. 3. Teachers and students * * * set up a teaching homepage to provide classified information such as the generation, development, prevention and treatment of computer viruses. 4. Considering the multifaceted and multi-level nature of students' answers to questions, teachers are required to prepare detailed coping strategies.
6.4 To make full use of the network environment, the key is to update the educational concept.
Network teaching provides a multi-functional and multimedia teaching platform, but the implementation of network teaching is not for network teaching, but after fully understanding and analyzing the course content, its teaching process is suitable for the implementation of network environment ability. Many contents in the information technology course are not suitable to be explained in the network environment, and can be realized by other multimedia auxiliary means. If it is not handled properly, there will be "network irrigation", "electric irrigation" and "human irrigation", which will make the whole teaching process loose and disorderly, and at the same time improve the quality of information, which will lead students to get tired of perfunctory and not think and discuss.
To make full use of the network environment, the key is to update the educational concept, and not to teach online for the sake of online teaching. In order to improve the cultivation of modern educational theory, teachers should deeply understand modern educational theory and modern teaching mode, and can't eat them alive. We should not only understand the application of ancient educational practice, but also master the practical knowledge of how and when to use it.
6.5 Expand students' horizons and cultivate students' autonomy and research-based learning.
In the information society, it is no longer the main task of learning, and the focus of students' learning should be to know how to ask questions, what means to use and where to obtain knowledge. Through online learning, the problems of learning means and content are effectively solved, and online learning adapts to the major changes in students' learning methods and learning obligations. By using online classroom and learning through the Internet, students' horizons are greatly broadened, and the content obtained is the latest knowledge and the most advanced application results, which enables students to have a deeper understanding of the textbook content, improve their application ability of knowledge, and improve their awareness and ability to discover, explore, construct and acquire the true meaning of knowledge.
At the same time, students' autonomy and the space and time of research study have been fully expanded. Students can search rich Internet resources anytime and anywhere after school, explore deeper knowledge, and conduct autonomous and personalized learning, which is beyond the reach of traditional education.
Professor Li Yining put forward three levels of students' learning when he gave a speech at Shenzhen Experimental School. He believes that the first level of learning is learning common sense, the second level is learning methods, and the third level is learning eyesight. This idea has been fully reflected in the practice class of standard network teaching.
References:
1, He Kekang, "The research content of this generation of teaching skills has gone backwards", Proceedings of the 95th academic conference of China Audio-visual Education Association 1995.6438+00.
2. He Kekang's Constructivism-Theoretical Basis for Reforming Traditional Teaching, Research on Audio-visual Education, No.3 and No.4, 1997.