Reflection on information technology teaching 1 In the actual teaching process, I found that there is still a big gap between our classroom teaching and the needs of students. From the survey of senior two students, it is found that students are much more interested in information technology than other subjects. However, students are not satisfied with our teaching contents and methods, which reflects that our classroom teaching effect is still far from ideal. On the one hand, the teaching content is difficult to adjust, on the other hand, the teaching methods have different feelings. There are many reasons, such as: students' computer knowledge is uneven, which makes the teaching content difficult to suit every student; Students like practical things, but are not interested in the theoretical content taught by teachers; Students like to study and play freely, but lack the motivation to complete the tasks assigned by teachers. How can we fully mobilize students' enthusiasm, better realize our teaching objectives and cultivate students' information ability, so as to solve the information problems encountered in their own survival and adapt to the needs of society? This requires our teachers to make greater efforts, constantly explore and find a set of teaching methods suitable for students' characteristics. In the teaching practice in recent years, I have made the following explorations.
First, adjust the teaching content to stimulate interest in learning
The greater the interest, the greater the motivation and the better the learning effect. If the teaching content follows the textbook, the content is too simple, the knowledge is narrow and there are many repetitions. It is easy for students to have boring negative thoughts, so in the teaching process, I adjust the teaching content appropriately, adopt the methods of self-study and students' independent production for simple knowledge content, and try to achieve the methods of "intensive speaking and more practice", "students' speaking, auxiliary guidance" and "allowing students to learn independently". In the final demonstration class, students actively think about finding the shortcomings of their own works, and can find ways to improve them by watching other excellent works. We should encourage, appreciate and praise students' works and let them experience a sense of success. This method can stimulate students' interest in learning and greatly improve teaching efficiency.
Second, create a harmonious atmosphere and promote hierarchical teaching
Because the student base of rural middle schools is uneven, some students have a good foundation and some students have a poor foundation. Students with a good foundation can operate before the teacher finishes speaking, while students with poor foundation are always afraid of operating and unwilling to start work. The practice of information technology teaching makes me understand that it is an effective means to keep students' interest in learning by insisting on the combination of encouragement and guidance, eliminating all kinds of psychological obstacles in students' learning, overcoming students' fear of difficulties and creating a harmonious learning atmosphere. Therefore, according to the students' reality, on the basis of grouping each class, I let several students with good foundation master it first, be "little teachers" and divide them into various groups, which can not only reduce the pressure on teachers to tutor students one by one, but also let the "little teachers" get exercise, improve their ability to analyze and solve problems, and at the same time overcome the phenomenon that some students are afraid to ask questions from teachers, so that all students can have their own place. In this case of grouping, teachers have not lost their role. We just need to concentrate on tutoring individual computer "poor students" to improve their computer operation level as soon as possible. At the same time, students enhance their feelings, realize the importance of cooperation, and create a harmonious atmosphere of cooperative learning.
Third, skillfully design teaching tasks and adopt task-driven teaching process.
In the teaching process, we should study the teaching materials carefully, prepare lessons carefully, and collect more relevant materials around the corresponding knowledge points, so as to design the teaching tasks skillfully, design each task clearly, reasonably and scientifically, include the knowledge points to be taught in each task, and decompose the content of each learning module into easy-to-master "tasks". Let the students complete the corresponding tasks, so as to master the knowledge that needs to be accepted. Let students study with real tasks and have the real initiative in learning. In the teaching process, teachers should also pay attention to guiding students to complete a series of learning methods step by step from simple to complex, from easy to difficult, so as to help students learn information technology knowledge and skills step by step. So as to ensure the smooth completion of teaching objectives, let them taste the fun of learning, satisfy their sense of accomplishment, and let every student experience the joy of success.
Fourth, contact life and give full play to students' main role.
For computer teaching, we must contact with real life, give full play to students' main role, and return the classroom to students. Teachers should be the guides of students' learning, encourage students' creative thinking, guide students to explore and learn independently, make students become the real masters of learning, and give full play to their initiative, enthusiasm and creativity in the learning process. For example, when I was studying Excel software, I used the method of data collection. On the basis of studying in two classes, I mobilized my classmates to make a personal consumption statistics, analyzed what my living expenses were spent on, what was desirable and what should not be spent, and then worked out the total expenditure. In the process of collecting these data, the students spent a week paying attention to their living expenses, and made a weekly personal consumption statistics table realistically and conscientiously from the expenses of stationery, meals and transportation. Completed the data calculation of the table, and some students took the initiative to calculate the proportion of all aspects. The knowledge in the textbook has been brought into full play, and some students have added vivid pictures or beautiful background pictures to the form, thus combining the knowledge of inserting pictures in documents learned before, completing the insertion of pictures and the setting of background in the form, perfecting the interface of the form and enriching their knowledge. After the data came out, the students in the class also compared who spent more and who saved more, carefully analyzed which ones were spent there and which ones were from the province, and then made a list of future expenditure plans. From this class, students learn not only the simple Excel table making, but also the comprehensive application of various softwares, which involves the different use of one operation skill in various softwares to achieve the same purpose (picture insertion and background setting) and beautify the layout. They not only mastered the skills of this operation, but also exerted their subjective initiative and improved their ability to draw inferences from others. Through the study of this class, students can truly become the masters of the class and change passive learning into active learning, so as to get twice the result with half the effort. It has also taught students the ability to acquire, analyze and process information and give analysis results, which can be said to be fruitful.
Fifth, strengthen teaching evaluation and affirm students more.
Teaching evaluation is generally used in the teaching process, especially in the process of students' free creation. Appropriate evaluation of students' activities can stimulate students' innovative consciousness, promote students' active participation in classroom teaching, master the teaching content and achieve good teaching results. It also allows students to evaluate other people's works more objectively. Let students of different levels play and innovate in the activities.
As an information technology teacher, we must pay attention to the comprehensive study of knowledge application according to the environment, constantly improve our professional level and teaching level, and constantly explore and summarize, so as to achieve the ideal teaching effect, and then realize the overall goal of information technology education, improve the efficiency and quality of classroom teaching and adapt to the requirements of the times!
Reflections on information technology teaching 2 1 century needs talents with innovative consciousness, innovative spirit and innovative potential. Modern psychologists and educators have proved that creativity is one of the essential characteristics of human beings and the potential of everyone. The exertion of innovative thinking never depends on the inheritance of innate physiological factors, but on the efforts of the day after tomorrow. This requires us educators to implement quality education, develop students' potential, and make them learn lively and actively to meet the needs of modern society. In computer teaching, constantly sum up experience, collect teaching and research, and discuss with teachers. In constructing a new teaching mode, I put forward a teaching method of computer painting, which is "stimulating interest-intensive teaching and more practice-active exploration-developing personality", and discussed it with the majority of primary school teachers engaged in computer education.
First, stimulate interest.
Suhomlinski once said: "The source of interest lies in realizing that wisdom can command facts and reality. There is a deep-rooted need in people's hearts-they always feel that they are discoverers, researchers and explorers. In the spiritual world of children, this need has a strong personality. " Therefore, interest is the internal motivation to promote students' learning, which can stimulate students' strong desire for knowledge, thus laying the foundation for the emergence of innovative thinking.
1, elaborate task design. The quality of task design directly affects the cultivation of students' interest in learning. A good task can make students master knowledge imperceptibly and get twice the result with half the effort.
For example, the techniques of enlarging, flipping and stretching patterns in drawing software are obscure. In order to solve this difficulty, I asked the students to draw a picture of a "small forest", in which small trees of different sizes were designed to cast shadows on the ground under the sunlight. Because the task is lively and interesting, students can master difficult knowledge in a simple environment.
2. Use the "Rosenthal effect". To cultivate students' self-confidence, we should make full use of the effective theory of Rosenthal effect. A person's creative potential is inseparable from self-confidence, which is a necessary prerequisite for self-realization and success. Appropriate encouragement to students will make them full of expectation and self-confidence, and turn their interest from external cause to internal cause, thus consolidating their interest. For example, at the end of each class, show your work. Students will gain a sense of success and self-confidence when their works appear on the projector or the network, thus encouraging them to explore new skills and operation methods in their future study.
Second, intensive reading and more practice.
Less but better mainly refers to speaking less in quantity according to the teaching materials and students' cognitive level, leaving students with too much time for self-study and thinking; In terms of quality, exclude the knowledge that students have mastered and can master through self-understanding. It is important to point out the key points of problems to students in teaching and give play to innovative thinking in solving problems, so as to exercise their thinking potential of discussing problems independently.
For example, in the teaching of drawing regular graphics, I first show the graphics of a small house with multimedia, and emphasize the components of the house through flashing and sound, so that students can see more vividly, vividly and intuitively, and simply understand what graphics are in the regular graphics. By explaining the drawing method of rectangle to students in detail, students can try to draw rounded rectangles and circles themselves, which not only cultivates students' concentrated thinking, but also cultivates students' divergent thinking.
Third, actively explore
Nowadays, it has become a fashion for students to take problems out of the classroom and solve them by self-study after class. The same is true of information technology classes. The more questions, the happier I am! Only in this way can you learn more knowledge Of course, in this process, we should give full play to the leading role of teachers, and make the process of solving problems become the process of learning computer knowledge and skills. For example, when I was teaching the eraser tool in the "Drawing" software, I told the students how to use the eraser, and some students found that the eraser was too small and rubbed too slowly. What should teachers encourage in time? Guide students to use "+"and "-"symbols, how to make them bigger and smaller, and let them look for answers from books. Finally, let the students appreciate your acrobatics with red glue and green glue. After class, let them look for the application of the right mouse button in drawing and color selection, so that the teacher can be "lazy" and don't come out like a bamboo tube.
Fourth, develop personality.
Personality and creativity are closely related. To make primary school students have innovative potential, we must start with cultivating good personality and psychological quality. Teachers should not be babysitters of students' thinking, but let knowledge and skills become the fruits of students' thinking. In painting teaching, I make full use of students' different thinking, so that they have different requirements for painting on the basis of copying. And encourage them to think independently and express what they want to draw and say. For example, when explaining the lesson of drawing a small house, first demonstrate several pictures of a small house built by various geometric figures with multimedia, and then ask questions in turn: What is the figure of the small house in the picture? What other shapes of houses have you seen? (Help students organize the presentation materials) What kind of house can you imagine besides the real house? Close your eyes, put the house you just imagined into a beautiful environment in your mind, and then draw it. The representation is reprocessed to form a prototype. Inspired by the teacher, students will have a general image of the picture in their minds, and then let them give full play to their imagination and create works that they are proud of. Because each student's way of thinking is different, the effect of the created picture will be different.
Secondly, starting from students' practice, students are required to learn to observe, gain perceptual experience from life and self, develop students' thinking potential, guide students to concentrate on various scientific and technological cultural and sports activities, and cultivate students' bold imagination and fantasy potential, thus opening the door to innovation.
In short, in the teaching of computer painting, students should be given the initiative to learn, so that they can have more opportunities for thinking, more space for activities, more opportunities for expression, more creative confidence and more successful experiences.
Reflection on information technology teaching 3 In the process of information technology classroom teaching, we should not only create a good classroom atmosphere, but also mobilize students' subjective initiative and let students explore independently. We should also pay attention to the cultivation of students' comprehensive information processing potential, emphasize the practical activities of information collection, processing and application with students as the main body, and create a "relaxed, positive and pleasant" learning atmosphere for information technology teaching, so that students can be moved by happiness, learn in activities and create in learning. Some experiences of information technology teaching design in primary schools are as follows:
First, the use of multimedia demonstration teaching design, give play to the leading role of teachers
One of the basic principles of information technology teaching is intuition. It is difficult for students to form an accurate concept of basic information technology knowledge and operational skills only by teachers' dictation. Therefore, in information technology teaching, teachers should carefully select and use multimedia materials to enrich students' perceptual knowledge and draw correct conclusions on this basis, so as to achieve the best teaching effect. Creating democratic and simple teaching can stimulate students' interest in learning and their learning intention.
Second, use the teaching design of discovery and inquiry to improve teaching efficiency.
In the teaching of information technology, students are encouraged to acquire knowledge with their own brains, and their initiative in learning is emphasized. Students should not be regarded as passive learners. Its teaching design is: introduction of operation essentials → operation attempt → inspiration and guidance → operation learning → feedback and guidance → consolidation of exercises → induction and summary. This teaching method not only enables students to master knowledge and skills, but also develops students' intelligence. For example, when learning word to make tables, students learn it very easily. But whether it is simple or not, the learning effect will be clear at a glance by assigning tasks (making a curriculum). As for the consolidation exercise and summary, the reason is obvious. This fully embodies the teaching design of "teacher-oriented and student-centered", and the teaching of teachers is closely combined with the operation time of students.
Thirdly, construct the teaching design of "subject-interaction-inquiry" to stimulate students' creative interest.
In the process of information technology teaching, teachers assign tasks first, and students can participate in teaching independently by completing tasks, which can cultivate students' necessary social quality; It is beneficial to establish good teaching interpersonal relationship and make students truly become the masters of teaching; It can make the classroom full of vitality, improve the quality of teaching and better develop students' intelligence. For example, assigning tasks: making personal web pages with FrontPage software and linking to the class home page. After most students have basically completed their tasks, they choose representative works from the web pages made by students. Let the students introduce themselves and demonstrate, then let them discuss with each other and express their views and opinions, so as to realize the purpose of mutual exchange and learning. In this process, teachers aim to achieve the predetermined teaching objectives and guide the discussion direction appropriately. Let students learn to learn to learn, take the initiative to learn, learn to learn to innovate in participation, and achieve the goal of self-construction of knowledge and students' active development through teacher-student interaction and situational inquiry learning.
Reflections on information technology teaching. Students like computer courses, especially computer operation courses, but some students have a special liking for games and online chatting in the classroom teaching process, but they feel "not funny" about the contents of the textbooks taught by teachers. As a junior high school information technology teacher, how to make the class better, how to make students like it, and how to master it well if they like it?
First, pay attention to problem design
In classroom teaching, students' thinking state is different at different stages, such as introducing new lessons and learning new knowledge. We should pay attention to the opportunity of asking questions and guide students to think positively. In the process of teaching, teachers should be good at asking students questions from different angles, and use the methods of adding and changing conditions, extending conclusions and exchanging conditions and conclusions to design new questions, which is conducive to improving students' thinking ability and independent exploration ability.
Second, adhere to the "teacher-led, student-centered" teaching structure.
In the curriculum reform, teachers should be the guides of students' learning, encourage students' creative thinking, guide students to explore and learn independently, make students become the real masters of learning, and give full play to their initiative, enthusiasm and creativity in the learning process. In the usual teaching process, teachers should guide students to participate in teaching activities and pay attention to all students, not individual students. Teachers should also talk less, let students learn independently, adhere to the teaching structure of "teacher-led, student-centered", and fully reflect teachers' multiple identities as educators, instructors and promoters.
Third, let students have a sense of accomplishment.
Showing more students' works in class, encouraging students to learn with successful experience, showing more students' works in class, giving praise and encouragement will make students feel successful, feel great joy and have confidence in themselves, thus generating stronger interest in computer learning. With the praise of teachers and classmates, these classmates will be immersed in an unspeakable excitement. In class, I ask every student to upload their works to the local area network, so that students who enter the online neighborhood can see them, and it will be a great sense of accomplishment to see some students appreciate their works. Stimulate students' interest in learning with successful experience, and teachers will certainly receive good results by adopting appropriate methods according to specific conditions.
Fourth, make boring theories easy and interesting, and stimulate students' enthusiasm and interest in learning.
In the teaching process, teachers should try to choose some examples that are close to life, which are easy for students to understand and easily arouse students' interest. In classroom teaching, we can try our best to explain boring things vividly. When teachers explain, they can use funny language and appropriate metaphors to quote events around them, which will arouse students' interest and recognition. For example, when I participated in the content of "information is everywhere", I gave several examples: the bell on campus tells us the information of classes and classes, and the smell of food when I walk through the cafeteria conveys the information that we can eat. With good metaphors and examples close to life, students' enthusiasm and interest in learning are stimulated, teachers can easily teach theoretical classes, students can study happily, and let them feel the colorful computer world.
As an information technology teacher, we must pay attention to the comprehensive study of knowledge application according to the environment, constantly improve our professional level and teaching level, and constantly explore and summarize, so as to achieve the ideal teaching effect, thus improving the efficiency and quality of classroom teaching and adapting to the requirements of the times!
Reflection on information technology teaching 5. Information technology is a new course, which is of great significance for cultivating students' scientific spirit, innovative spirit and practical ability and improving their adaptability to the information society. In information technology teaching, we must explore new strategies and models of teaching and learning in information technology classroom teaching under the guidance of new teaching concepts and teaching theories and according to the new curriculum standards, tap students' potential and improve their quality, especially their ability to solve practical problems by using computers. Therefore, I adopted the following methods:
First, flexible use of teaching forms to stimulate interest in learning.
Students' learning motivation mainly comes from their strong thirst for knowledge and interest in what they have learned. The greater the interest, the greater the motivation and the better the learning effect. Students' interest in computers has a long history and has a deep sense of mystery. They are eager to know more about them and master their usage. They fantasize that one day they can operate the computer at will, make animations on the computer, chat online and so on. The information technology course just satisfies students' curiosity and thirst for knowledge. Now that their dream has come true, they can finally operate the computer directly. More practical opportunities provide students with a lot of hands-on operation space, which greatly satisfies their curiosity and active psychology. However, if the classroom adopts the traditional mode of "teachers talk and students listen", that is, "learning" follows "teaching", as long as "I say you do" is enough, and information technology is a subject with strong scientific and practical nature. If we follow the previous practice, students will easily have boring negative thoughts after their freshness and interest have passed. Therefore, in teaching, I adopt the method of "learning before teaching" for the content that is easy to master. The students learned and practiced, and soon overcame this difficulty. This method can stimulate students' interest in learning and greatly improve teaching efficiency.
Second, create a harmonious atmosphere and maintain interest in learning.
The practice of information technology teaching makes me understand that it is an effective means to keep students' interest in learning by insisting on the combination of encouragement and guidance, eliminating all kinds of psychological obstacles in students' learning, overcoming students' fear of difficulties and creating a harmonious learning atmosphere.
There are about forty-five students in each class, and most of them will encounter some problems when operating on the computer. As teachers, they are simply too busy, and sometimes it will inevitably dampen the enthusiasm of students who have not been tutored. Therefore, on the basis of grouping, I will let several students who have mastered it first learn to be "little teachers", grouping, which not only reduces the pressure on teachers to tutor students one by one, but also gives "little teachers" exercise.
It can improve their ability to analyze and solve problems, and at the same time, it can overcome the phenomenon that some students are afraid to ask questions to their teachers, so that all students can get their place. In this case of grouping, teachers have not lost their role. We just need to concentrate on tutoring individual computer "poor students" to improve their computer operation level as soon as possible. At the same time, students enhance their feelings, realize the importance of cooperation, and create a harmonious atmosphere of cooperative learning.
Third, try to organize teaching in a "task-driven" way.
"Task-driven" is a teaching method based on constructivism teaching theory. The principle of constructivism teaching design emphasizes that students' learning activities must be combined with big tasks or problems. Explore problems, stimulate and maintain learners' interest and motivation in learning. Create a real teaching environment and let students study with real tasks. Students must master the initiative in learning, and teachers constantly challenge and motivate students to move forward.
"Task-driven" teaching method conforms to the inquiry teaching mode and is suitable for cultivating students' innovative ability and the ability to analyze and solve problems independently. The information technology course is a practical, innovative and developmental course. "Task-driven" teaching method conforms to the hierarchy and practicability of computer system, and puts forward a progressive learning method from the outside to the inside, which is convenient for students to learn information technology knowledge and skills step by step.
In addition, we often use the rich contents of the subject to show students some suspense about new knowledge, so that students can make new discoveries and gains from computers in class, let students feel that computers contain so much knowledge and skills, stimulate their curiosity and exploration spirit, and maintain students' freshness and interest in information technology classes.