Due to the rapid development of modern information technology, both hardware and software have made many breakthrough achievements, opened up many new fields and put forward many new viewpoints, which makes the teaching of information technology courses in primary and secondary schools have obvious characteristics of the times.
Reality shows that the development speed of information technology with computer and network as the core is unprecedented in any subject today. "The cost performance of computer chips will double every 18 months" is generally called Moore's Law by computer engineers. The rapid development of computer hardware technology has brought about the continuous upgrading of software. In this way, the subject of "information technology course" will be in a state of high-speed and high-elimination for a long time. Then, how to lay a good foundation for primary and secondary school students, let students learn information technology and operational skills as much as possible, and play a role in their long-term development is a problem that needs to be solved in the teaching process of information technology courses.
From the actual investigation, it is found that due to the unbalanced development of economy and education in different places, there are great differences in computer hardware and software equipment, teachers' level and students' quality. At present, there is no unified teaching material in primary and secondary schools, and the teaching content is only determined according to the hardware and software configuration of local computers and even the information technology level of teachers. However, no matter what kind of teaching materials are used, we should choose the basic knowledge and skills in information technology courses as the teaching content of information technology courses in primary and secondary schools from the perspective of cultivating students' information quality, because the more basic things, the more universal and mobile, the more suitable for quality education in primary and secondary schools. We can't simply connect the current teaching content with the actual needs of students going to work in a few years.
2. Comprehensive characteristics
Compared with other subjects in primary and secondary schools, information technology courses in primary and secondary schools are more comprehensive. It involves many marginal and basic sciences, such as information theory, cybernetics, system theory, philosophy, aesthetics, literature, mathematics, physics, machinery, electronics, engineering, optics, biology and so on. That is to say, there is no so-called computer subject in the strict sense in information technology courses in primary and secondary schools, and it has the characteristics of basic culture courses, labor technology education, vocational education and subject courses. As far as primary and secondary schools are concerned, the combination of information technology and basic education is usually divided into three aspects: the teaching of information technology courses, computer-aided teaching and computer-aided management. One of the main drawbacks of "exam-oriented education" is "discipline". In our actual investigation, it is found that due to the influence of traditional "exam-oriented education", the boundary between the three is extremely clear. It seems that "information technology course" can only talk about the content of computer "discipline". This one-sided emphasis on the so-called discipline of "information technology course" has seriously restricted the thinking of many "information technology course" educators. Therefore, at present, the contents of information technology courses from primary school to junior high school and senior high school are almost the same, all of which are "basic computer knowledge, operating system, word processing, computer language ...", but one or two items are missing in the lower grades, or the difficulty is lower. One of the ways to implement quality education, improve the quality of education and teaching, and reduce students' academic burden is to "dilute" the boundaries of disciplines. Modern educational technology introduces multimedia teaching means, and puts forward the idea of organizing teaching information by hypertext and driving teaching process by task, which provides theoretical basis and technical means for the implementation of comprehensive course teaching.
Based on this feature, in view of the current situation of information technology development in primary and secondary schools in China, we should downplay the "discipline" of information technology courses in primary and secondary schools and emphasize its comprehensiveness, especially in primary schools, where computers are mainly used instead of learning computers, and as a tool, they are integrated with other disciplines or activities, which is very comprehensive. In addition, in teaching, the boundaries between information technology courses, computer-aided teaching and computer-aided management should be appropriately diluted. This can broaden our thinking, which is not only conducive to the teaching of information technology courses, but also conducive to the development of computer-aided teaching. At the same time, under the influence of the comprehensive application of computer culture, the utilization rate of computer hardware is improved and the information quality of students is improved.
3. Application characteristics
The information technology course in primary and secondary schools is an applied subject. In the teaching process of "information technology course", a new teaching atmosphere should be embodied: create as many opportunities for students to use computers as possible (in and out of class), and students can only learn computers well in the process of continuous use.
Theory and practice show that computers have great application potential in teaching. It is precisely because computers have the means of pictures, sounds, interactive control, animation and video, and the growing ability of long-distance communication that they will be more and more used in teaching, which will break the traditional teaching mode to some extent. The role of this aspect is mainly reflected in: computer-aided teaching can make teaching closer to students and learning reality; Reduce students' understanding obstacles; At the same time, it can improve teaching efficiency. For example, the integration of computer and Chinese literacy teaching is a very successful example in the project of "National Modern Educational Technology Experimental School for Primary and Secondary Schools" implemented by the Department of Basic Education of the Ministry of Education and the Audio-visual Education Office from 65438 to 0997.
4. Tool features
The information technology represented by computers is not a general tool, but a "common intellectual tool for human beings". Therefore, the subject of "information technology curriculum" in primary and secondary schools has instrumental characteristics. This requires our teachers to strictly implement the guiding ideology of "strengthening foundation, diluting language, paying attention to application and strengthening practice". In other words, through the teaching of "information technology course", our students are required to master and apply the modern tool of computer to deal with the information of modern society. This requires us to break two misunderstandings in the traditional teaching of information technology courses: first, make information technology courses into Chinese and English typing courses; The second is to turn "information technology course" into a simple computer language course. Admittedly, Chinese and English typing practice and computer language teaching in information technology courses are indispensable and important teaching contents, but we can't just pay attention to one point and ignore others. Teachers are required to pay attention to the following questions in teaching:
(1) The teaching of information technology courses in primary and secondary schools should pay attention to the cultivation and training of computer operation skills and computer-aided teaching. We should not only pay attention to the training of basic skills but also ignore the auxiliary teaching function. First, starting with the retrieval of books and materials, cultivate students' ability to use information tools and master the flexible use of computer information processing software, network browsers and network communication tools; Secondly, cultivate students' ability to obtain information actively, have sensitive and active information consciousness, be able to find information according to their own learning purposes, and collect and sort out necessary information; Third, cultivate students' ability to process information, including the ability to search, select, identify, use, express and output information, select and identify the information they need from rich information, express their research results simply and popularly and pass the information on to others, and make full use of information tools to learn and study subject knowledge.
(2) The teaching of "information technology course" in primary and secondary schools should be changed from simple language teaching to computer operation teaching, supplemented by language teaching, so that students can learn to use computers in the process of using them and make them a tool for further study and work in the future. They can learn writing, arithmetic, painting, music, mathematics, Chinese, nature, English and other scientific and cultural knowledge with computers and develop them with computers.
(3) In the design or selection of teaching methods for information technology courses, we should proceed from students' reality and carry out various forms and rich contents of classroom teaching. Let students "learn to swim in swimming" and practice and exercise in the process of obtaining and processing information. The "information" in the process of "obtaining information and processing information" is of course meaningful knowledge related to the learning content of students in various subjects. For example, the teaching of word processing software in information technology courses can be closely combined with composition teaching: teachers guide students to use word processing software to input, edit and modify students' own compositions, or uniformly modify "sick articles" carefully prepared by teachers. For example, a teacher integrated multimedia computer with composition teaching in primary schools, and adopted a new teaching mode consisting of six teaching plates, namely, "creating situation-guiding observation-local production-general theory-computer typing expression-evaluation and correction", to carry out composition teaching experiments. Among them, except for 1, 2 and 6, which are mainly played by teachers, other links (including the sixth link) can reflect the students' main role. In the process of "creating situations", different multimedia teaching softwares are designed and used according to different teaching contents, so as to arouse students' interest in observation through the real situations of multimedia, and the still pictures in textbooks are replaced by audio-visual situations such as pictures, animations and moving images provided by multimedia software, so that students can "tell stories according to situations" or "write a paragraph or a short essay". Because the situation provided by multimedia computers is more vivid and real than textbooks, it is easier to arouse students' interest, so it is helpful to cultivate students' ability to observe things and to stimulate and cultivate students' imagination more easily. Using the friendly interactive interface of multimedia software and the hypertext structure of multimedia, teachers can effectively guide students to observe according to their actual situation, and adopt different observation methods according to the cognitive laws from the outside to the inside, from the shallow to the deep, from the individual to the general, from the concrete to the abstract, thus improving students' ability to observe and analyze things. At the same time, teachers should actively inspire students' imagination, and on the basis of imagination, let students practice oral narration by means of "local explanation" first and then "overall explanation". This can not only implement the teaching principle of "from simple to complex" and step by step, so that students will not feel pressure, but also provide more opportunities for cognitive subjects to practice "speaking" or "writing", that is, actively practice language expression. In the "Typing Expression" session, let the students type a paragraph or a short article they want to write on the screen while watching the activities. In this way, every student can think positively and take the initiative to participate. So "typing" here is to promote thinking and help cognition, rather than let students practice typing in this link. In the process of "evaluation and revision", students usually participate in evaluation and revision under the guidance of teachers. If it is in the computer network environment, excellent compositions or compositions with typical mistakes can be selected from students and sent to each student's terminal for the whole class to appreciate and comment. This kind of network-based (especially multimedia-based) assessment, because the whole class can see the same composition, can make every student actively participate in the assessment, and students generally show a high enthusiasm for participation, so they can receive incomparable effects from traditional composition teaching. In this way, students feel very cordial, which not only helps to break through the traditional composition teaching mode, but also can happily complete the teaching task of information technology class, thus effectively improving the quality and efficiency of composition teaching and achieving the teaching effect of killing two birds with one stone and getting twice the result with half the effort.
5. Experimental characteristics
The information technology course in primary and secondary schools is a subject that cannot be separated from experiments. Its establishment and development can not be separated from the operation of the computer. At the same time, the teaching of information technology courses in primary and secondary schools must also highlight the experimental characteristics. Because the nature of information technology course teaching determines that it can not be separated from computer experiments, and the operation of computer experiments is directly related to the development level and teaching level of information technology course teaching in primary schools. In the teaching process of information technology courses in primary and secondary schools, primary and secondary schools in developed areas in China, such as primary and secondary schools in cities and towns, require the ratio of computer experimental operation hours to teaching hours to be 1: 1. It is clearly stipulated in the guiding outline of computer courses in primary and secondary schools in China: "For schools with more computers, students' operating time is generally not less than half of the total class hours. "