Computer course has the characteristics of flexibility, practicality and comprehensive design. In teaching, we should combine teaching materials, boldly design teaching, and pay attention to stimulating students' innovative thinking in order to cultivate students' innovative ability.
In the process of classroom teaching, on the basis of stimulating students' innovative consciousness, we should strengthen the cultivation of students' ability to find, ask and solve problems. Students at different levels have different desires for exploration and innovation. In teaching, using the connection between old and new knowledge, we put forward the problems that need to be solved and design a series of enlightening problems. In the course of comprehensive design, teachers should fully explore the content of cultivating and training innovative ability, and put forward appropriate computer comprehensive design topics, which should meet the following requirements: First, they should have appropriate difficulty; Second, we should be exploratory in teaching and learning; Third, we should be able to cultivate and train students' innovative ability. In the comprehensive design, students should be inspired to find and solve problems themselves, so that students can gradually develop the habit of acquiring knowledge independently and using knowledge creatively. For example, when talking about PowerPoint, we can teach students how to insert their own graphics, then let them give full play to their imagination and guide them to insert various graphics reasonably and decorate them. If conditions permit, we can also let them search some animated icons from the Internet and insert them into their own demonstrations, thus creating various lively demonstrations. Students can also make some comparisons and play some creative works to other students, and other students can also get some inspiration from them. This can not only improve students' interest in learning PowerPoint, but also cultivate their innovative consciousness and spirit.
Second, student-centered, rational organization of learning
The syllabus stipulates that students' computer time should not be less than 70% of the total class hours, which means that most of the learning of this course is carried out by students themselves. Teachers' organization and guidance play a key role in improving this course. In order to improve the teaching quality in an all-round way, students can be grouped according to their qualities. Usually one or two students with strong acceptance are arranged in each group. Teachers can tutor these high-quality students alone, and they can accept them quickly, and then they will guide their classmates to learn. Some students have computers.
Give students more opportunities and time to discuss with each other, and teach them how to solve problems, such as giving priority to how to use the help system that comes with the software. Install more learning software in students' machines for students to choose from when studying. If we connect the machines in the computer room into a local area network and run a multimedia electronic classroom, we should make full use of it and focus on solving the problems of strong universality and easy mistakes. It should be noted that students' interests are diverse, and they should focus on organizing teaching. Students who like music can give them the task of MIDI making, students with artistic expertise can give them the opportunity to learn image processing, and students who like programming can tell them programming alone. In a word, we should give full play to the role of students, tap their potential abilities and create a broad space for them to give full play to their talents.
Thirdly, CAI software is used to assist teaching and improve students' interest in learning.
At present, many software companies have developed many excellent CAI teaching software. Some softwares have good audio-visual effects, and some animations. We should give full play to the functions of these softwares and make the best use of them. For example, our school once bought a relatively complete set of teaching software, covering almost all the knowledge involved in junior high school. Once, when I was talking about hardware knowledge, I met a difficult problem. Because some hardware knowledge is related to physical objects, such as the structure and classification of motherboard, CUP, graphics card, etc. But it's inconvenient to find so many objects at once, so I remembered this set of CAI software. I played first by myself, and it felt very good. Each part is accompanied by many corresponding pictures and notes, and there is a lovely little fairy to explain it. It is illustrated and lively. More importantly, it has a "strike while the iron is hot" after each lesson, so that you can do some exercises immediately to test your mastery. I tried to use this software to teach students, but I only made some tips in some important places, but I didn't expect the effect to be very good. Students read one article after another with relish, and they know how to record what they think is important or interesting. In the subsequent practice of "strike while the iron is hot", the effect is also very good. I just found that teaching with CAI teaching software can achieve such good results. It seems that we should make full use of all kinds of resources to enrich our teaching, not just teaching and spoon-feeding teaching, so as to achieve better teaching results and students can really have a strong interest in this subject.
Fourth, combine life practice with information technology education.
Junior high school information technology education should not only enable students to master basic theoretical knowledge, but also improve their ability to apply information technology. Combine the problems students encounter in life and study with computer information technology education, and solve the problems students encounter in daily life through information technology. For example: blackboard newspaper design, we take this as the learning content, and let students design blackboard newspapers through computers. To make a beautiful blackboard newspaper layout, students need to master word text input, setting and typesetting, and learn to find and download pictures and other information on the Internet, so that students can learn information technology knowledge in information classes and when they meet blackboard newspapers. This will integrate information technology education into students' daily life, make information technology education daily, stimulate students' interest in learning information technology well, enrich students' knowledge and cultivate students' creative ability, so as to realize the integration of information technology education with other disciplines and school-based courses and better improve students' information technology level.
Fifth, encourage students to learn information technology knowledge independently.
Due to the limitation of information technology class hours and the difference of students' information technology level, it is difficult to meet each student's demand for information technology learning through information technology classes. This difference must be considered in information technology education. Therefore, students should be encouraged to read more books on computers. As for class, it is mainly used to solve the problems encountered in the process of reading at ordinary times. Let students decide their own learning progress according to their own level. If they encounter problems, they can consult through the internet, find the corresponding information and learn from their teachers. Encourage students to master the knowledge of information technology textbooks and learn computer knowledge independently according to their own interests, let higher-level students serve as student counselors for information technology education, and organize students to exchange information technology experience, so as to promote students at different levels to make progress and improvement in information technology learning.
In a word, how to teach information technology courses well is a difficult problem and a severe challenge for every information technology teacher. But as long as each of us can think hard, study hard and contribute our good ideas and ideas for everyone to study and discuss, I believe we can find an efficient and fast way to make our information technology course one of the courses that students like.