4. How to create diversified and hierarchical learning opportunities and encourage personality development in junior high school information technology teaching?
5. What are the two parts of information technology education in compulsory education?
6. Different types of technical practice should reflect the complete technical process. Please talk about the technical process of information technology.
7. How to "attach importance to combining students' experience and highlight practicality" in junior high school information teaching?
8. How to encourage students to innovate in junior high school information technology teaching?
9. What are the characteristics of information technology course learning in primary and secondary schools?
10. How to understand the task-driven teaching method
Key points of answers to junior high school information technology defense questions;
1. Cultivate-develop students' interest in actively learning and exploring information technology, cultivate-consolidate good information awareness and healthy and responsible habit of using information technology, form-improve information processing ability, and cultivate-enhance students' awareness and ability to use information technology to support various studies and solve various problems.
2. From primary school to junior high school to senior high school, connect in the following ways:
(1) From stimulating interest-consolidating interest, discovering specialties-developing interest,
(2) Solving common software/tools-expanding-upgrading development expertise-professional development optional category,
(3) Experience and habit formation-independent choice and comprehensive application-information->; Knowledge? Wisdom, dare to question (problem consciousness);
(4) Dare to try-ability: propose improvement plans; Hands-on innovation-the design, production and innovation of a certain technology category
3. Organize the information technology content of students' continuing learning, and take the practical tasks that conform to the age characteristics and cognitive laws of students in compulsory education as the main line. Desalinate the subject system, break the boundaries between operating software, organically integrate the software knowledge and operating skills that students must master into the practical activities in different academic years, and guide students to learn the necessary software operations in a spiral way through different technical requirements of activities.
4. Students' starting level is uneven, and there has been obvious differentiation in practical ability and interest. Teachers should fully understand students' current learning level and interest through investigation, and set hierarchical learning goals and diversified activities. On the one hand, it gives high-level and fast-developing students room to study independently and explore practice; On the other hand, for students with poor foundation and slow development, methods such as heterogeneous grouping and students' mutual assistance can be adopted to turn students' individual differences into learning resources, help them gradually adapt to the learning progress, reduce setbacks and ensure that all students get moderate development. Try to ensure that students have the opportunity to choose content that suits their level and interests, and avoid "students with poor foundation can't keep up, and students with good foundation can't eat enough".