Therefore, the research of network teaching has become a hot spot in the field of education. The arrival of the information age not only poses a severe challenge to education, but also provides a golden opportunity for the reform and development of education. In order to meet the higher requirements of society for education in the 2 1 century, we must seize the opportunity and meet the challenge, take modern educational ideas as the guide, apply information technology to education and teaching reform reasonably and effectively, promote the implementation of the modernization of basic education oriented to the 2 1 century, and improve the efficiency of education and teaching.
In the early 1980s, when the first batch of microcomputers appeared in the classrooms of schools in developed countries, some people excitedly predicted that computers would bring a revolution to the field of education! However, after so many years, there has never been such a revolution in the school. A large number of studies at home and abroad show that the main reason for the lagging pace of educational informatization is neither economy nor technology, but the shackles of outdated educational system and educational concepts.
First, the advantages of modern educational media in teaching
Multimedia computer-aided instruction has the ability to comprehensively process language, characters, graphics, images, animations, videos and sounds, and has strong expressive force, good controllability and interactivity. After a complete demonstration, a reasonable teaching structure is formed. Especially after the implementation of the new curriculum, low-level Chinese teaching pays more attention to the cultivation of speaking ability by looking at pictures. From the arrangement of teaching materials, they also printed the teaching materials beautifully with a lot of ink, creating a series of scenes that primary school students are more interested in. It can also be seen that in today's low-level teaching, pictures are particularly important. The use of these resources is inseparable from the participation of teaching media, such as physical projection. Under the best learning conditions, students can fully mobilize their initiative and enthusiasm, study effectively, give full play to their comprehensive ability, optimize the combination of students' learning methods and teachers' teaching methods, and realize the unity of individualization and large-scale teaching.
Therefore, as a teaching method, computer can help teachers improve teaching effect. Therefore, expanding the scope of teaching and expanding teachers' educational functions is an important means to promote educational reform and an effective way to implement quality education.
Second, today's classroom teaching can not be ignored
First of all, we should understand our classroom, so as to improve classroom teaching better, because there are many problems neglected by everyone in classroom teaching now.
1, ignoring the participation of teaching subjects
Chinese teaching is a special cognitive activity, and both teachers and students are the main bodies of teaching and cognitive activities. The essence of classroom teaching is the mutual communication and influence between teachers and students, thus forming a teaching environment conducive to cognitive activities. The application of multimedia teaching materials in classroom teaching is used to support classroom teaching. Because a major feature of multimedia teaching materials is that they can provide rich multimedia information and materials, integrating words, images, sounds and videos, when people refer to using multimedia to support classroom teaching, they blindly emphasize the information content of teaching content, that is, they emphasize giving students as much information as possible in unit time. Such a large amount of classroom teaching information makes students feel at a loss and their thinking is in a state of high tension. In this way, what they have learned is like passing clouds, and they can remember quickly and forget quickly.
For example, in the classroom teaching of Happy Motherland Everywhere, a teacher made extensive use of multimedia teaching and played the song "Our Motherland is a Garden" before class. In class, the students also watched a lot of pictures and videos, and after class, they did not forget to play a "Wahaha". Of course, some parts are still necessary, such as understanding the key points and difficulties of the article. Although this course is rich in content and information, it can really help students learn and it is difficult to arouse students' thinking about problems, but it wastes a lot of learning time. The use of multimedia also depends on the needs of the classroom. Not all classes need such "rich" teaching content. This seems to fully reflect the advantages of using modern teaching methods, but ignores the active participation and active thinking of students as teaching subjects in classroom teaching. This kind of classroom teaching is still not divorced from the teacher-led classroom teaching form. Compared with the traditional classroom teaching, it is just "driving a new car and taking the old road".
2. Ignore the leading role of teachers in the classroom.
Students becoming the main body of learning does not mean giving up the leading role of teachers, but the focus of teachers' leading role has changed. However, some teachers have turned the classroom where the subject returns into a classroom where the subject lets go, which has excessively weakened the role of teachers. In teaching, there is a phenomenon that students can learn by themselves in the unsupervised network, speak freely in the discussion area, and don't focus on the theme. In this way, the advantages of learning under the network environment have not been brought into play, and even the tasks of traditional teaching have not been completed. In actual teaching, teachers should systematically consider the interaction of various elements and links in teaching activities, optimize each link in the teaching process in various ways, and stimulate students' active participation. Students actively learn through information technology, various learning strategies and various forms of activities, and at the same time, they constantly transmit feedback information to teachers. According to students' feedback, teachers constantly implement random control over the teaching process in order to achieve a harmonious state. The whole teaching process is actually a two-way communication, interaction, continuous circulation and continuous adjustment process.
3. Ignore other teaching resources and rely too much on network resources.
There has never been a unique teaching media, and so has the Internet. There are many ways to provide learning resources, such as teaching materials, teaching wall charts, film and television broadcasts, libraries and so on. We can't think that information technology is network technology. Only network resources are the only resources and the best resources. There are even examples where you can't attend classes without teaching media.
Third, give full play to the advantages of media, overcome the disadvantages of classroom, and realize the integration of modern information technology and classroom teaching.
(A), the possibility of integration
The possibility of the integration of information technology and Chinese curriculum should start from the characteristics of information technology and Chinese subject, and also seek the supporting theoretical basis.
Characteristics of information technology.
A. Quantification of resources: The word "knowledge explosion" has the most personal experience only on the Internet.
B. diversified forms: the information of multimedia computers is presented in many ways-words, pictures, audio, video and so on.
C. Interaction of activities: interaction between people, interaction between people and machines, which transcends the limitations of time and space.
D. Learning initiative: The above characteristics determine that information-based learning must be independently selected and explored by the learning subject.
* * * Enjoy, dynamic, hypermedia, open and other features are also well known.
2, the characteristics of the Chinese subject itself:
Chinese is the most important communication tool and an important part of human culture. Chinese is a basic subject, and its teaching contents are reading, writing and oral communication.
In the information technology era, Chinese teaching is bound to have new characteristics.
Reading: Professor Zeng, president of China Reading Society, put forward three reading methods: intensive reading, skimming and fast reading from the perspective of future education. Reading in the information age should attach great importance to skimming and fast reading.
Writing: With the electronic system as an important way to exchange information between people, writing teaching will face changes: the status of literature will be reduced, practical style will become the main style for students to learn, and organizing and adapting relevant information will become an important writing ability.
Oral communication: oral communication skills will be regarded as one of the main skills to get and keep a job. The more you want to get a high position, the more you have to learn how to communicate with people from different regions, languages and races.
3. Theoretical basis of education:
Constructivism learning theory and learning environment emphasize student-centered, requiring students to change from passive recipients of external stimuli and objects of knowledge infusion to active constructors of information processing and knowledge meaning, while constructivism teaching theory requires teachers to change from imparting and inculcating knowledge to helpers and promoters of students' active construction of meaning. Teachers are required to adopt brand-new educational ideas and teaching models, brand-new teaching methods and brand-new teaching designs in the teaching process.
Ausubel pointed out that there are two different ways to realize meaningful learning: accepting learning and discovering learning. The former mainly relies on teachers to play a leading role and is realized through the "transmission-reception" teaching method; The latter mainly relies on students to play the role of cognitive subject, and is realized through the learning mode of "self-discovery". Based on this, he put forward the teaching strategy of "advance organizer". He also believes that the influence of emotional factors on learning is mainly achieved through motivation.
Thus, the integration of information technology and Chinese courses in reading, writing and oral communication can greatly stimulate learning motivation, realize autonomous learning, inquiry learning and cooperative learning, and provide a strong guarantee for lifelong Chinese education.
(B), the feasibility of integration
1, stimulate interest with intuition.
Human learning behavior is the result of the interaction between external stimuli and the internal psychology of cognitive subjects. If the external stimulus provided is consistent with the internal psychology of the individual, it can arouse the positive attitude and desire for knowledge of the individual. Therefore, in multimedia teaching, it is necessary to master students' cognitive psychology and make full use of intuitive external stimuli, such as lively and dynamic combination, pictures, images and words with changing colors, so that the original rich and colorful history can be brought alive in cold books, so that students can receive information in an all-round and three-dimensional way, and their understanding of life can be changed from reading books or listening to teachers' stories to being more intuitive, such as being there. This intuition will undoubtedly stimulate students' interest to the greatest extent and stimulate the "internal driving force" of learning, so as to be active and willing to learn and achieve the best learning effect.
For example, in Summer, the fourth volume of Zhejiang Education Edition, the author makes full use of pictures, sounds and videos. Mobilize students' various senses and let external stimuli stimulate students' thirst for knowledge. Before class, I put a picture of summer (related to the content of the text), so that students can look at the picture and speak, arouse their existing cognition, cultivate their speaking ability and lay the foundation for the teaching of the new curriculum. Then introduce the topic, guide the students to talk with the text, improve their understanding, understand the intention of the book, and then learn the part before the thunderstorm. When teaching the part of Thunderstorm, I used the reproduction of the picture at that time. By listening to the sound, appreciating the picture and telling the language, I have rendered the majestic momentum of Thunderstorm and the changing order of thunderstorm, which can arouse students' immersive feelings. Thus, an optimized teaching atmosphere is introduced, and this class also has a good learning environment. Students seem to be brought into a "thunderstorm", and the experience will be deeper if they get in touch with each other personally.
2. Use interactivity to teach students in accordance with their aptitude.
Students have their own strengths in physical and mental development, especially their own interests, hobbies and specialties in intellectual ability. According to the law of students' physical and mental development and the principles of education and teaching, different teaching requirements are put forward for different students based on their actual and individual differences, which not only attaches importance to the advanced development of top students, but also encourages those who meet the standards to climb up-this is the requirement of the comprehensive principle of quality education and the need of teaching students in accordance with their aptitude.
Interaction is the life of multimedia courseware. Using interactivity, we can choose appropriate teaching content and methods according to students' different cognitive abilities, flexibly arrange teaching progress and breadth, and make students at different levels think positively and succeed.
In the classroom questioning, in order to facilitate students with different academic feelings, I often design some questions with different difficulties, such as from easy to difficult, from simple to complex, from shallow to deep, and set different types of buttons, so that I can enter a question at will and return it according to the requirements of the classroom. In the teaching process, according to the differences of students' foundation, ability and interest, we should teach students in accordance with their aptitude, ask questions at different levels, and arrange students to try "jumping apples that can be picked", so that students at different levels can get success through thinking and experience the joy of success on the basis of their original abilities, and truly achieve the goal of facing all and improving in an all-round way.
3. Use dynamics to enlighten thinking.
As a basic subject, the most fundamental teaching purpose of Chinese is to cultivate learners' ability of understanding and expression. And the cultivation of thinking plays an important role. The cognitive process of students is a process of gradual improvement. In the whole teaching process, how to make students' thinking activities from phenomenon to essence, from image thinking to abstract thinking, from easy to difficult, are all problems that educators must explore.
The unique animation effects of multimedia technology, such as animation simulation, video capture, background imitation, graphic series, problem display, etc. , can be displayed through the screen, switching, pause, flashing, combination, repetition and other steps, combined with teaching priorities and teaching difficulties. To achieve the effect that is difficult to achieve in previous teaching, to train students' thinking quality and to cultivate students' thinking ability.
For example, in the lesson "Green" in the tenth volume of Zhejiang Education Edition, reading, feeling and experiencing the green of the West Lake is the focus and difficulty of this lesson. For the breakthrough of this knowledge point, the teacher adopted the method of watching videos, and also adopted the method of pausing to explain in complex places. Let students experience the beauty of green, the difference of green and the overlapping of green in the perception of dynamic pictures. Practice has proved that this design plays an important role in inspiring students' thinking and understanding the meaning of the text.
4. Use automatic topic highlighting.
In traditional teaching, the whole teaching process is mainly based on teachers' lectures. Teachers are the givers of knowledge and students are the receivers of knowledge. After the integration of information technology and curriculum, teaching rules have changed, and teachers have become curriculum designers, learning guides, organizers and participants of learning activities. Students have changed from traditional receptive learning to active learning, inquiry learning and research learning, and their dominant position has been fully reflected.
To give full play to students' main role, we must create conditions for students to actively participate in the teaching activities of the whole class. In teaching design, teachers should change from curriculum-centered to student-centered, guide students from passive learning to active learning, and effectively improve classroom teaching efficiency. Multimedia teaching method provides us with favorable conditions. The computer has the functions of fast access and automatic processing, which can not only present teaching information, but also judge and feedback students' answers and give guidance.
In the process of making summer courseware, the author fully considered the relationship between teachers' leading role and students' dominant position, and designed students to participate in speaking, reading, answering and discussing questions, so that every student not only participated, but also actively participated. During the training, let the students talk about what you see from the pictures. Ask the students to say what is in the picture. Then show the text, compare the pictures and texts, choose your favorite reading method, and ask: Do you have any questions to ask? In the same way, ask: If you were a willow leaf, a small flower, a lake and a small fish, what would you say? Please make willow leaves (flowers, lakes, small fish) once. What else would you say? In this process, students not only exercised their ability to look at pictures and speak, but also had a "dialogue" with computers through pictures and words, which strengthened students' participation and initiative. This participatory structure can fully mobilize students' learning enthusiasm, cultivate students' oral ability and make them the masters of the classroom.
5. Use the purpose and learn actively.
Information technology is integrated into curriculum, and its main body is curriculum, not information technology. Under the existing teaching system, all teaching activities should conform to the curriculum objectives, create an effective learning environment for learners through network communication function and virtual function, and truly integrate information technology into teaching. Teaching design should focus on learning and create a positive learning environment, so that students can acquire knowledge of many other subjects while learning Chinese.
For example, after learning the frog's eye, students already know the principle of the frog's eye, and they also know that there are many things to study in animals and plants. Many scientific and technological inventions come from the study of animals. It cultivates students' interest in observing and studying animals and stimulates students' enthusiasm for learning and loving science. In the classroom, teachers provide students with some information and tell them how to find these related materials and what the purpose of these materials is, thus stimulating students' motivation and enthusiasm for finding resources and making them have the desire to find resources actively. This leads the classroom out of the classroom and extends the learning of knowledge. In this process, teachers teach students the method of collecting materials, which is task-driven and aims at finding the purpose and strategy of resources. When students find that their skills are not enough to collect resources, guide them to learn and master new technologies. In this process, teachers can provide timely guidance and help for students' learning situation. This is no longer a simple Chinese class, but a living science class, which is very helpful to enrich students' extracurricular knowledge.
Fourth, triggered thinking
1, learning is the process of students' own exploration;
Teachers should not prepare many solutions for students, and we should not ignore the negative effects of this pursuit. In the teaching process, students should climb as high as possible according to their own abilities and through their own efforts, so as to find a solution to the problem in practice and gain the joy of overcoming difficulties.
2. Students can ask their own questions:
Emphasis is placed on giving full play to students' initiative in the learning process, so that students can "find problems, put forward ideas to solve problems, elaborate solutions to problems, write solutions to problems, and solve problems according to solutions" in the learning process, which has changed the traditional teaching mode with teachers as the mainstay, created a learning environment for active inquiry learning, and constructed a new teaching mode.
3. The combination of personalized learning and collaborative learning:
Personalized learning under the network environment refers to a modern teaching mode in which students use multimedia resources such as computers to study independently and choose their own learning content, learning methods and learning progress. It is not limited by time and space, which is undoubtedly conducive to giving full play to students' initiative, while cooperative learning can obviously promote the cultivation of cooperative learning ability and the formation of good interpersonal relationships. Therefore, in the classroom integration, the combination of personalized learning and collaborative learning can achieve the best teaching effect.
4. Pay attention to the cultivation of innovative thinking and practical ability;
The key point is to cultivate students' innovative ability. Innovation is not the patent of students with learning ability. Some difficult links should be designed in teaching, so that students can jump on the fruit and enjoy the joy of success.
In practice and exploration, the author found that information technology has created a good environment for our teachers to implement quality education, which can stimulate the sparks of students' wisdom, let them spread their imagination wings and show their individuality. Information education has been given to our teachers.