First, don't just pursue the "technical content" of information technology and ignore it.
Advanced teaching ideas and thoughts
Information technology with computer as the core is developing very rapidly, and the application of information technology in teaching focuses on its "practical value" rather than its technical content. For example, in the production of teaching courseware, courseware that can be completed by simple software such as Powerpoint does not need to use other more advanced software, as long as the expected effect can be achieved. You can also give full play to the advantages of the network and share resources (a large number of practical chemistry teaching software can be searched on the network now). However, in practical application, we find that some teachers blindly pursue the latest "high technology" when making courseware, especially in the evaluation of some courseware, they think that the more advanced the software, the less people know, the better, and make teaching courseware a display of information technology achievements. In fact, this deviates from the original intention of information technology-assisted teaching. After all, the application of information technology in teaching only plays an auxiliary role, and it is teachers who play a leading role in the classroom. Teachers should seriously study the knowledge of psychology and pedagogy, apply the most scientific educational ideas and teaching ideas to teach and educate people, study their business assiduously and improve their teaching level. The modernization of teachers' teaching ideas and thoughts is far superior to the modernization of technical means. Therefore, the use of information technology to assist teaching not only challenges the application level of teachers' computers and other modern tools, but also puts forward higher requirements for the improvement of teachers' professional level. It is not difficult to imagine what effect a teacher with backward educational concept and low professional level will have by using information technology to improve classroom effectiveness.
Second, avoid abusing information technology and ignoring the integration with disciplines.
The so-called integration is to give full play to the instrumental function of computer-based information media according to the needs of subject teaching, so that it can be organically integrated into subject teaching, thus improving teaching quality. Because the purpose of applying information technology to classroom teaching is to better solve the problems that cannot or are difficult to solve in traditional teaching, this means that not all classes can use information technology to assist teaching. In actual teaching, some teachers rely too much on information technology, especially open classes, which have become the world of multimedia information technology. No matter whether it is necessary to use information technology in the classroom content, and whether the appearance of information technology is just the right time, they blindly pursue the effect of information technology, and the result is counterproductive. The author once heard an open class of "primary battery". After demonstrating the formation of primary battery with experiments, teachers should let students think about its formation process, which is a good opportunity to train students to think with their brains. However, the teacher directly used information technology to simulate the process of forming current in a battery, which seems good, but actually limited the students' thinking, that is, they did not grasp the opportunity to use information technology. There are many times when information technology is actually unnecessary, but it is redundant, which makes students feel that the teacher is acting and the teacher plays the role of "commentator" invisibly. In addition, psychological research also shows that due to the comprehensive stimulation of sound, light and electricity by information technology, students' cerebral cortex is in a state of high excitement for a long time, which is easy to make them physically and mentally exhausted. We believe that information technology, as an important means of auxiliary teaching, should maximize its functions and benefits, and its knowledge content must be adapted to the teaching content and class type, and to the students' cognitive level. In teaching, especially in high school, students' cognitive level has reached a considerable level, and there are many contents that students can understand, or they can master through self-study, or their social practice and life experience, or they can master through the simple guidance of teachers. There is no need to use information technology to teach this part of knowledge, otherwise it will be "gilding the lily" or "killing the chicken with an ox knife". Therefore, in the integration of information technology and subject teaching, we should pay attention to the following points: (1) We should choose multimedia information technology according to students' physical and mental characteristics. First, the interface should be natural, not colorful and chaotic. Second, we must be timely and moderate to avoid frequent abuse, otherwise the result will be counterproductive. (2) Choose multimedia information technology according to the course type. The application of information technology in new teaching is mainly to stimulate students' interest in learning, highlight key points and break through difficulties; In the review class, we can choose information technology to expand the capacity, condense the teaching content, establish a systematic scientific cognitive system and strengthen the difficulties. (3) Realize the organic unity of teaching content and information technology. It depends on the content of the lecture and should be organically combined with the content. Use what you should, and don't force it if you shouldn't. Try to achieve "five degrees" when using: the breadth of time, the breadth of activities, the heat of atmosphere, the depth of content and the effectiveness of results.
Third, in the process of information technology-assisted classroom teaching, the relationship between teaching and learning is irreversible.
Judging from the current situation of teachers' use of information technology, there are two forms of teaching courseware: one is based on teachers' "teaching" and the other is based on students' "learning". Judging from the number of applications, the former is undoubtedly the majority, but this kind of courseware is characterized by teacher-centered, and in practical application, it often emphasizes teachers' "teaching" and ignores students' "learning". Using such courseware for classroom teaching, students' chances of participating in teaching activities will be reduced, and they will be in a passive state most of the time, so it is difficult to give full play to their initiative and enthusiasm. In the teaching process, students are the main body and teachers are the dominant. No matter what kind of teaching method the teacher adopts, it is eternal. As an auxiliary tool of modern teaching, information technology has injected vitality into teaching, solved some teaching difficulties that have puzzled teachers for a long time, and can really improve the teaching effect in teaching. However, the subjectivity of students can not be ignored, and it must not be changed from "human irrigation" in the past to "electric irrigation" now. If the demonstration of information technology replaces students' active thinking, it seems that everything will be available after a class, but the actual gains of students are not much, which is the taboo of classroom teaching. As a teacher, we should first grasp our leading position in teaching, make information technology play the best teaching function through the design and flexible operation of teaching process, and at the same time, discuss the basic teaching rules and requirements of information technology in teaching application from the perspective of the relationship between people and information technology, teaching content and information technology, so that information technology can play a targeted role under the guidance of teachers.
Fourthly, information technology cannot replace experimental teaching.
Many courses such as chemistry and biology in middle schools are based on experiments, and experimental teaching plays an important role in daily teaching. The purpose of the experiment is to enable students to acquire knowledge through observation and research. It truly reproduces the process of change, so it is very convincing and infectious. In addition, students' standardized hands-on operation ability and observation ability can be cultivated during the experiment. Electricity is an important way to cultivate students' innovative thinking and ability. However, in actual teaching, because some experiments are toxic, dangerous, complicated and have low success rate, some teachers often use information technology to simulate the process of experiments or play videos to demonstrate. In fact, this can not achieve the purpose of experimental teaching itself. No matter how realistic the simulated electricity is, it can't be compared with the real experimental process, and it also loses the "process" significance of the experiment. Therefore, we think that information technology can be replaced by phenomena or experiments shown by experiments. Of course, there are some demonstration experiments or phenomena that can't be completed in class, and some experiments that can't be completed under the existing conditions, such as the principle of galvanic cell and electrolytic cell in chemistry, the effective collision of molecules, the reaction mechanism of organic chemistry and so on. It is beyond reproach that students can be simulated and displayed by means of information technology to help them solve problems, and good results can be achieved. However, it must be noted that there is a difference between simulation and reality, and the former cannot replace the latter.
Fifth, don't exaggerate the role of information technology and abandon traditional teaching methods.
In the application of information technology, some teachers regard information technology as a panacea to improve the teaching effect, excessively pursue and use the functions of information technology, and invisibly abandon some traditional teaching methods. Using modern teaching means does not mean abandoning traditional things. Traditional teaching methods in the past also have their advantages. When using information technology, the role of traditional teaching methods can not be ignored. In the application of information technology, it is a common phenomenon that teachers' blackboard writing is gradually replaced by computer projection, which also brings a series of negative effects. When using information technology to assist teaching, we find that many students don't take notes. When asked about the reason, the unanimous answer is "too late", because information is transformed very quickly, and many students take notes and delay class. In teaching, in order to expand the capacity of the classroom, many teachers input the contents of the blackboard, such as chemical equations, physical properties, chemical properties, important conclusions and methods, into the classroom. Import the microcomputer in advance and project it directly in class. This seems to save time, but ignores the students' acceptance and recording, which is counterproductive. Blackboard and chalk, as symbols of traditional classroom teaching, are still irreplaceable by modern teaching media. First of all, the blackboard has a strong instant reproducibility, which can better control the rhythm of the classroom with your writing and watching, and the content can be easily added or deleted. Teachers sometimes have sudden inspiration when using information technology to teach. These inspirations are often moving parts of teaching art, but they can't be added to the blackboard, which gives birth to many regrets. In addition, a good blackboard writing has the function of outlining, especially the systematization of chemical knowledge. When students look up, they can see the key points of this lesson at a glance. The use of information technology is to assist teaching, and its starting point and destination is to improve teaching effect. However, information technology-assisted teaching is not the only way and means to improve teaching effect. You can't use information technology for the sake of information technology in teaching. The teaching content should adopt corresponding teaching methods and methods, rationally integrate and utilize various teaching media and means including traditional media, and learn from each other's strengths. Only in this way can we give full play to the comprehensive functions of various teaching media and achieve the best results.
As a new thing, information technology-assisted classroom teaching can only play its greatest role and not go astray if all aspects of application are properly grasped in time.