The application of information technology in Chinese teaching is based on the characteristics of teaching objectives and teaching objects, through teaching design, selecting and using modern teaching media, organically combining with traditional teaching methods, participating in the whole teaching process, influencing students with various media information, forming a reasonable teaching process structure, and enabling students to study under the best learning conditions. In other words, information technology teaching can integrate symbols, languages, words, articles, graphics, animations, video images and other media information to conduct the best classroom teaching. This is conducive to mobilizing students' initiative and enthusiasm in learning. In a series of interactive processes, students consciously participate, actively link old and new knowledge, and arouse the enthusiasm of learning Chinese well, which can make students' learning enter a good circulation system and truly achieve the teaching purpose of "light burden and high quality".
First of all, information technology optimizes Chinese reading learning.
Chinese reading teaching is to improve students' Chinese literacy, moral cultivation and aesthetic taste by reading a certain number of articles and books that are both literary and aesthetic. Under the guidance of this concept, we try to integrate network technology into Chinese teaching, seek the intersection of information technology and Chinese subject teaching, break through the difficulties of Chinese reading teaching by a brand-new means, integrate the essence of traditional Chinese teaching, the new concept of modern Chinese teaching and network technology, and explore an efficient and novel reading teaching model. Introducing modern information technology into Chinese teaching, reading and writing will undoubtedly provide students with a broad space. The huge amount of information it contains just meets the requirements of the "big language view". We make full use of modern information technology and network resources to collect and process information, which can not only promote the teaching of Chinese reading and writing, but also cultivate students' abilities in all aspects and improve their comprehensive quality. Reading teaching is a dialogue process among students, teachers and texts. The integration of information technology and Chinese reading teaching is to create a dialogue situation that enables students to gain unique emotional experience through information technology, so that students can gain meaning construction in a series of processes such as entering the state, analyzing the situation and constructing expression. And use the resources provided by information technology to expand reading training, broaden your horizons and increase your life experience.
Secondly, information technology provides a broader knowledge space for Chinese teachers.
Chinese in middle school is a comprehensive subject, and the knowledge of many subjects involves Chinese. In the process of learning Chinese, we are also learning other subjects, such as why pomegranates and flowers are so popular. This is about plants, giants and children, this is about fairy tales, Lu Xun's autobiography, this is about literary celebrities, the Nanjing Massacre, and this is about historical stories and the destruction of rainforests-a worldwide disaster. It is precisely because of the diversity and pluralism of Chinese subject itself in teaching content and the flexibility of teaching methods that the integration of Chinese subject and information technology education has unique advantages. Chinese teaching can make use of the rich information resources provided by various information media to extend the knowledge of textbooks to extracurricular activities and broaden the space of Chinese teaching. For example, the most exciting part of the article "Lutai hits Kansai Town" is to describe the scene of Lutai punching Kansai Town three times. The first punch was on the nose, the second punch was on the eye socket eyebrow, and the third punch was in the sun. Seeing the video of the article is far more intuitive than explaining it to students in class, so that students can imagine the picture. Seeing a bully beaten badly made us feel avenged. When preparing lessons, teachers can use information resources to find relevant videos and read texts, and use various ways and means to expand classroom teaching capacity, which is both informative and interesting. Teachers teach easily and students learn easily, which not only increases teachers' own knowledge reserves, but also stimulates students' interest in learning.
Thirdly, information technology provides a broader teaching and learning space for Chinese teaching.
1. Use information technology to create situations and stimulate interest.
Einstein said; Interest is the best teacher. Interest is a tendentious psychological feature. Is produced in a certain situation. When a person is interested in something, he will actively explore it. Interest is an emotional state caused by the stimulation of external things, and it is the main motivation for students to learn. The orientation ability of middle school students is still at a low level, and the state of attention still depends on the intuition and visualization of teaching, which is easy to be stimulated by new and different stimulating activities. In view of these situations, information technology is used to stimulate students' interest in learning. For example, in the class of Stomatology, the teacher can play the recording of stomatology performance, which can stimulate students' interest and create a good atmosphere for students to learn actively, so that teachers and students seem to be there. This kind of creating classroom situations with sounds and graphics, rather than boring dictation, greatly stimulates students' interest in learning and improves classroom efficiency.
2. Use information technology to highlight key points and disperse difficulties.
The ancient poetry in middle school is meaningful and profound. In teaching, we often pay attention to students' understanding of their own artistic conception, which is difficult for students now because of the limitations of life times and fields. Therefore, in the teaching of ancient poetry, we can collect and make a large number of beautiful pictures that conform to the artistic conception of ancient poetry.
For example, when teaching Cao Cao's poem "Watching the Sea", he cooperated with the performance "A trip to the sun and the moon, if it is out of its territory; The slide of the magnificent natural landscape makes students' understanding of the artistic conception of poetry and the picture on the projection blend into one, and they can feel that the generation is "old and ambitious; The heroic feelings of martyrs in their twilight years make students' hearts churn with the waves. In the teaching of "Song of Snow" in "Farewell to Tian Shuji Wu's Home", there are wonders such as "If the spring breeze comes, all trees will bloom overnight" and "The sand sea is deep and the ice is deep, and the clouds are Wan Li's condensation". In Qingpingle Village, there is warmth and comfort to express "Wu Yin is charming when drunk, and who is old with white hair", and there is also childlike interest to express "I like children scoundrels best and lie on my head to peel lotus flowers". In "Hui Huan", there is the loneliness and sadness of "going to the west wing alone without words, the moon is like a hook, and the solitary phoenix tree is locked in the courtyard in autumn" ... The admiration brought by this picture can greatly stimulate students' interest in learning, let them enjoy reading, appreciate the artistic conception of poetry and recite it in cadence. Its feelings are plastic and its meaning is clear. It achieves the teaching effect that traditional teaching methods can't achieve.
3. Use information technology to stimulate imagination and cultivate creativity.
Imagination is a psychological process of creating new images in the brain with the help of images. Information technology can provide students with vivid images, thus stimulating their enthusiasm for positive thinking and creation. In teaching, it is beneficial to cultivate students' breadth, depth and creativity to fully tap the factors of teaching materials and often carry out imagination training.
For example, in the article "Destruction of Rainforest-World Disaster", by watching the pictures of rainforest destruction, students can understand the seriousness of rainforest destruction, let students really feel the threat of rainforest destruction to us, and stimulate their spirit of exploration. Teachers can let students freely discuss "how to better protect the rainforest" and express their views. After that, they can ask students to tell their classmates and teachers their ideas and discuss them together. Students' views and opinions have been timely feedback and affirmation, which has increased their enthusiasm for independent inquiry.
In my opinion, the object of imagination can be something that already exists in real life, or it can be a new image of something that has not existed or been created in real life. Therefore, imagination has the characteristics and connotation of "innovation". In classroom teaching, it is undoubtedly of great significance to properly use audio-visual media and combine the contents of teaching materials to let students spread their imagination wings and soar in the kingdom of imagination with imagination. Because of this, Einstein said, "Imagination is more important than knowledge." Because knowledge is limited, and imagination sums up everything in the world, promotes progress and is the source of knowledge progress.
Fourthly, information technology promotes the interaction between teachers and students in Chinese teaching.
In traditional Chinese teaching, Chinese teachers play the role of "preaching, teaching and solving doubts". Therefore, a book in hand, year after year, day after day, shook his head, "Confucius said poetry." Teachers are monopolists and disseminators of knowledge and value. In modern teaching, the position of teachers is challenged: in the face of colorful and rapidly changing electronic pictures and texts, teachers can only be organizers, instructors, researchers, service providers and coordinators between students and information systems. The main role of teachers will be located in the development of teaching materials, teaching research and evaluation, as well as tapping learners' intelligence, helping learners master creative thinking methods and improve their survival ability. Because of this, teachers must accept the values of modern science education in order to promote people's free, harmonious and all-round development, learn advanced education and teaching theories, learn from advanced teaching methods, firmly grasp the objective laws of rich network resources and the cultivation of learners' Chinese ability, and create colorful learning situations. Teachers only play a guiding role in teaching, and students are the protagonists. The society is progressing, and so is our teaching. In this information society, teachers' teaching and students' learning should be organically combined, and students should be exposed to information technology knowledge by themselves. For example, the text "A Fool Moves a Mountain" is an allegory, which is of interest to most students. The content of the article is simple. Teachers can tell relevant knowledge, teach students to use information resources to find some relevant pictures and materials, understand the meaning of the text, and let students tell articles in groups or by themselves. After the students finish speaking, the teacher will supplement them, so that learning not only impresses the students, but also exercises their expressive ability.
5. Information technology provides an effective way for students to practice and explore independently.
1. With rich online resources, collect screening information and actively acquire knowledge.
According to the textbook, teachers guide students to use rich online resources to collect information and acquire new knowledge. Enriching the online Chinese resources into the current Chinese textbooks, teachers try their best to lead their children's eyes to the boundless ocean of knowledge, know where to find the knowledge they need, and learn how to use this knowledge to combine and innovate. It shows that our classroom is dynamic and open. For example, the poem "Hometown Couplet Book", after learning the text, students choose an ancient poem about homesickness from the Internet and learn it by themselves, which expands the classroom teaching capacity for students to learn ancient poems, provides a broad space for Chinese learning, and embodies the organic combination inside and outside the class.
In the Three Gorges class, teachers design and introduce the Three Gorges on the basis of students' understanding of the text content and practicing reading the text with emotion, on the basis of teaching materials, on the basis of collecting information after class and searching online information on the spot, or as a tour guide, or as a tourist, or as a Three Gorges person, writer, poet and other different identities. This teaching design not only stimulates students' interest in learning, but also cultivates students' various Chinese learning abilities. In addition, such Chinese practice activities provide students with a "platform" for mutual learning, mutual communication and mutual supplement, which organically integrates individual learning, group learning and class learning.
2. Give full play to the advantages of computer learning tools, man-machine interaction, and guide students to learn independently.
Today, with the development of computer education, its function is not limited to multimedia courseware, and students are no longer "spectators" of courseware. We should give full play to its role as a learning tool and provide a broader learning environment for developing students' initiative and creativity in learning. Man-machine interaction is a remarkable feature of computer, which is not available in any other media. In "man-machine interaction", students acquire knowledge and know the world through the development and changes of sound, color and light related to the text, fully mobilize the interaction of students' various senses, make students' intellectual factors and non-intellectual factors participate in the cognitive process, generate a strong desire to learn, and thus form learning motivation. This interactive way is of great significance to the teaching process.
For example, in the article "Lutai Beats Kansai Town", the focus of the article is the three punches that Lutai killed Kansai Town. You can make the article into a table and let the students fill in the table on the computer when reading: "Where was the first punch?" What is ontology? What is the vehicle? ..... "In this way, students can have multiple entry points for understanding the text content, and students can fill in what they have learned according to their own understanding of the text content. It can be a ready-made word in a book, or a word or sentence you understand. Let students of different levels gain something in the process of equal participation. Teachers can switch students' multiple understandings of different levels and sides of the text to the big screen, and use computers as learning tools to stimulate students' interest in learning and cultivate their innovative spirit and ability.
For another example, in the process of learning new words, students can also set up a window for inputting Chinese characters, and students can input their favorite words, sentences and famous sayings into the computer. This convenient and quick way of learning has changed the way of "teaching" and "learning", which not only activates students' interest in learning, but also improves the effect of classroom teaching.
The application of information technology teaching method in Chinese classroom is still in the primary stage, and the defects in the implementation process are obvious. Although there is not much experience in using information technology in Chinese teaching, we can clearly see its advantages in classroom teaching, which cannot be replaced by other teaching methods. As a Chinese teacher, we should learn new knowledge in time, accumulate and enrich our minds, so as to better meet the requirements of the reform of Chinese teaching methods.
However, we should also be soberly aware that information technology teaching means is only a modern teaching means. Although its application in Chinese classroom has impacted the traditional Chinese classroom teaching, it does not mean that it can replace everything. Traditional teaching tools and methods can't be abandoned. Only when a variety of teaching methods coexist, give full play to their respective advantages and complement each other, can the best classroom teaching effect be achieved.
The development of information technology has opened up a broader space for our Chinese teachers, Chinese teaching and students, which embodies the integration of information technology and Chinese teaching. This gives us an opportunity to create a good language environment for students. I believe that as long as our Chinese teachers can carefully collect and select information resources suitable for the content of teaching materials and students' cognitive characteristics with new thinking and creative work, choose appropriate teaching opportunities and flexibly use information resources, our Chinese classroom teaching will certainly achieve the best "teaching" benefits, and students will certainly give full play to their potential and achieve the best "learning" effect. Therefore, we should constantly explore and tap the potential, so that information technology can play its due role.