The learning process of information technology cannot be a mechanical knowledge transfer process, but a process full of experience, practice, exploration and creation. The following is what I arranged for you for your reference!

Article 1

In the teaching process of junior high school information technology course, I learned some teaching experience and teaching methods. In my opinion, the main purpose of information technology teaching is to let students understand computer culture, master some basic computer knowledge and skills, further stimulate students' interest in learning, enhance students' awareness of information and innovation, and effectively cultivate students' ability to collect, process, apply and transmit information, as well as self-study and innovation. I think that computers should be used as teaching tools to improve students' information literacy and cultivate their ability to solve problems by using information technology. Here are my views on the teaching of junior high school information technology courses:

First, classroom demonstration, explanation-oriented

In recent years, most schools have built computer rooms one after another, and equipped with dozens of multimedia computers, thus forming a powerful multimedia network classroom. In class, our teachers can make proper demonstrations and detailed explanations of the basic knowledge of computers with the help of the broadcast system of multimedia network classrooms, so that students can acquire a lot of perceptual knowledge and deepen their understanding of knowledge. For example, when teaching the operation of Windows98 system, I do this: let students practice on the computer first * * * Of course, students have been arranged to preview before taking this course, because each student's understanding ability is different. After preview, they will practice without the guidance of the teacher to see how strong their self-study ability is, so as to confirm whether their theoretical understanding is consistent with practice. Then I used the multimedia teaching software "Guangdong Longmen" to demonstrate the correct operation process to the students through the teacher's computer, and at the same time gave an appropriate explanation to let the students see the complete operation process. This further confirms whether it is correct for students to practice on the computer after previewing themselves. Let the students practice on the computer again, which has achieved good teaching and learning results. At the same time, in order to cooperate with the demonstration teaching, I also make targeted courseware according to the course content and students' acceptance ability, so that the course content is vivid and easy to understand.

Second, strengthen exercise.

It is not enough for students to skillfully use computers only by teachers' lectures and demonstrations. Only through a large number of practical exercises can they master operational skills and techniques. There are many practical ways, such as classroom question and answer, computer operation, homework demonstration in and out of class, etc. In computer operation practice, students are generally given targeted practice content. For example, after completing the knowledge of text input and typesetting in Word software, students are required to prepare a short essay of about 50 words after class, and use Word software for input and typesetting in the next class, and put forward reasonable requirements for typesetting; For another example, after using IE browser, let each student use IE browser to browse the city's websites and other educational websites. In this way, every time a new content is taught, students are allowed to practice quantitatively in time, which is conducive to stimulating students' interest in learning, consolidating the content of the new lesson they have learned, mastering the operation points skillfully and improving the learning effect.

Third, carry out online teaching.

Since the emergence of multimedia network classrooms in schools, superior leaders have attached great importance to cultivating students' online operation ability. So our school has also added the function of surfing the Internet. In computer teaching, the network provides students with a broader information and knowledge environment. Students can get rich information and knowledge through surfing the Internet. Our teachers can also guide students to download learning software from the Internet and collect various learning websites and learning resources, which not only satisfies their curiosity and thirst for knowledge, but also cultivates their ability of information collection, processing and absorption. Let the students send greetings and blessings to their relatives and classmates during the festival; Let students watch the news online, participate in BBS of various websites, send and receive * * *, and so on. Designing teaching mode in various ways can meet the requirements of students' individualized development.

Fourthly, adopt task-driven teaching.

"Task-driven" teaching method means that in the whole teaching process, taking the completion of specific tasks as a clue, the teaching content is subtly implied in each task. Under the guidance of teachers, students gradually master the knowledge and skills they have learned by completing tasks one by one. Create an environment for students to construct knowledge and combine learning with application, so that they can learn with interest and pleasure in this environment and highlight the idea of "learning" in "doing". For example, my online teaching can be divided into several major tasks: browsing information online, inquiring information online, downloading information online, sending and receiving information online, reading news online, participating in BBS, and communicating online in real time. The "big task of sending and receiving * * * online" can be divided into: writing and sending letters, receiving and reading letters, replying and forwarding letters, sorting and classifying letters, subscribing to electronic magazines, joining email discussion groups and other subtasks; The subtasks of "writing and sending letters" can be divided into: writing letters, sending letters, putting a photo in the letter, sending one or more files, sending audio recordings, sending images, sending the same file to multiple recipients, sending letters in batches and other subtasks.

Fifth, realize group teaching and improve learning interest.

When operating a computer, students often encounter problems of one kind or another. If teachers answer the operations one by one, not only will teachers feel busy and pressed for time, but also students' initiative and enthusiasm in learning will be limited, and good teaching results will not be obtained. Group teaching can avoid many disadvantages and improve the initiative and enthusiasm of learning. Teachers are grouped according to the number of students in the class. The number of people in each group should not be too large * * * and should be controlled at 6-8 * * *. Each group has a fixed seat and two team leaders, and training is required before class. When the students in this group encounter problems, the group leader acts as a small teacher for counseling. When some problems are difficult, teachers should encourage the whole group to study and solve them together. If handled properly, teachers should praise them in time so that students can fully appreciate the joy brought by success. This can greatly stimulate the hands-on ability of team members. If the group can't solve it, other groups can put forward plans or teachers' guidance.

Sixth, realize the integration of classroom teaching and other courses.

Using the instrumental characteristics of information technology discipline and strengthening the horizontal connection with other disciplines can not only enable students to master the classroom content more firmly, but also enable students to have a more complete understanding of information technology courses. For example, I asked junior two students to make use of their information technology knowledge and online skills to query words, pictures, photos and other materials online and make a PowerPoint slide with the theme of "environmental protection". Students are interested in inquiring about environmental protection materials and carefully making a set of informative and interesting slides. In this way, students not only completed the content of classroom learning, but also increased extracurricular knowledge, realizing the integration with other courses, enabling students to personally experience the whole process of information collection, processing and processing, and greatly improving information quality and information practice ability.

Seven, the use of information technology to solve practical problems

The ultimate goal of information technology course is to cultivate students' ability to use information tools to solve practical problems, and the key to cultivate this ability lies in the subtle guidance of teachers. As a teacher, we should be good at discovering the practical problems that students encounter in their daily study and life, and further guide them to use information technology to solve the problems they encounter. For example, when there is an exhibition of handwritten newspapers in each class, I will remind students that they can make use of the information technology knowledge they have learned and use Word2003 software to make more beautiful electronic handwritten newspapers, and then give them to teachers to print out and display on campus, which greatly improves the enthusiasm of students. Some students made electronic handwritten newspapers with novel layout and rich content, which received good results. In addition, I also asked students to publish the class wall newspaper with "drawing" software. These practical applications not only help students master the knowledge they have learned flexibly, but also make them realize the advantages of information technology and enhance their information awareness.

Eight, adopt flexible and diverse teaching evaluation methods.

I remember that in May 2004, I went to Yunfu Normal School to take part in the curriculum reform. During my study, what impressed me the most was that Comrade Yao Zhidong, director of information technology in Guangdong Province, said: "Information technology education focuses on cultivating students' information practice ability and application ability. Generally speaking, it is not appropriate to use traditional examination methods to evaluate students' mastery of knowledge, but should be truly reflected in computer operation. " What she said coincides with what I think and do. In actual teaching, I have adopted different evaluation methods to examine students' learning situation according to the different contents I have learned. For example, after teaching Drawing software, I adopted the way of "exhibition of works and public evaluation", and other students scored and evaluated together. After teaching "WordPad" and "Word" software, we will adopt the method of "specifying the content and taking a single exam", first put forward specific exam requirements and complete them within a limited time. For example, each student is required to input an article with "Word" software, specify the typesetting requirements, and then submit it to the teacher's computer, and the teacher will give points in class.

In a word, due to the strong practicality and application of information technology, corresponding and flexible evaluation methods must be adopted in teaching, which is helpful to cultivate students' practice and innovation spirit. The above are the teaching means and methods I have used in junior high school information technology teaching, but in the actual teaching process, we must adopt flexible teaching means and methods according to the specific teaching content in order to make the teaching effect and teaching quality reach a new level.

the second

The students' favorite class is what I teach: information technology. Students fall in love with information technology courses, and this hobby is often manifested in playing games, chatting online or watching FLAS. However, they are unwilling to learn some basic knowledge and skills seriously. Therefore, in the teaching process, we should carefully design the lead-in, induce students' learning motivation, stimulate students' interest in learning, and thus improve teaching efficiency.

It is better to teach people to fish than to teach them to fish. In my teaching content, I not only pay attention to imparting knowledge, but also pay attention to making students understand the unique thinking of computers; Not only must you know how to use a computer, but you should always think about why you want to design it this way, what are the advantages of doing so, and whether there is a better design idea for this program.

One of the important tasks of teachers in class is to stimulate students' positive thinking, especially creative thinking, and encourage students to ask questions boldly and answer skillfully. The activation of students' wisdom will react to teachers and other students, making them think positively at a higher level, thus constantly shining the light of wisdom in the interaction between teachers and students. Teachers and students can enjoy the fun of creating beauty through teaching and gain the harvest of teaching plan goals. In classroom teaching, we pay attention to the structure of knowledge and the cognitive structure of learning, so that students can transfer what they have learned and acquire abilities. These structures are moderately flexible. Let the students be the protagonists. In classroom teaching, let students enter the main role, actively discover and learn, and become active explorers of knowledge.

This requires students to fully experience freedom in a class and give them the right to choose independently. The way of choice is free. Establish a multi-directional communication environment, where students can consult teachers, discuss with each other and find information to solve. We can clearly tell students that the classroom is yours, the computer is yours, and the teacher is just your study partner. How much knowledge you can learn depends on yourself.

In this way, in the classroom, students are always in the process of constantly discovering and solving problems. After each class, students can learn what they are interested in according to their own situation and their own choices, and truly become the protagonists in the class. At the end of the semester, I also asked students to try and grade their own works. Students' honesty and self-confidence are also the embodiment of my teaching.

Teaching is indeed an art, which should be combined with practice, that is, teachers can't easily catch up with the progress and try their best to make the classroom lively. You can try to tell them what problems can be solved by studying in this class before class, and present the results to students through examples to adjust their appetite, and then take classes, so that they may be more interested and have a sense of direction when listening to the class. Also, if possible, communicate with students more after class, and you may know their thoughts better. In fact, sometimes students don't attach importance to information classes, and it's not entirely a matter of academic burden.

In short, I feel that as long as I pay, there will always be a return. Seeing the students win the prize is also recognition of my achievements. Of course, there are still many things I need to do, and more students are eager for teachers to irrigate them with knowledge.

Article

Information technology course is a technical course, and its purpose is to cultivate students' skills. At the same time, this skill is not the computer itself, but the technology and ability to process information by computer, which is an essential skill to adapt to the information society. The information technology course in senior high school is not a computer major course. It aims at improving students' information literacy, emphasizes solving practical problems through cooperation, fully considers students' personality differences, fully taps students' potential, realizes students' personalized development, and coordinates high school technical courses and academic courses. The ultimate goal is to cultivate qualified citizens with innovative spirit and practical ability to meet the development needs of the information age.

In the process of information technology classroom teaching, we should mobilize students' subjective initiative, let students explore independently, pay attention to the cultivation of students' comprehensive information processing ability, emphasize the practical activities of information collection, processing and application with students as the main body, create a "relaxed, positive and happy" learning atmosphere for information technology teaching, and let students be moved by happiness, learn in activities and create in learning. On the instructional design of information technology in senior high school;

First, change the concept of education, establish the teaching concept of educating people and the modern education concept of students' autonomous learning.

The old concept of education is that teachers use lectures, blackboard writing and teaching media to pass on teaching contents to students or instill them. Teachers are the masters of the whole teaching process, while students are in a passive position and are instilled by teachers. Under this structure, teachers are active teachers, students are passive external recipients, that is, indoctrination objects, media is a tool to assist teachers to indoctrinate students, and teaching materials are indoctrination contents. It is necessary to break the previous teaching view centered on subject knowledge and establish the teaching view of educating people and the modern education view of students' autonomous learning. In the teaching process, teachers should actively interact with students, develop together, handle the relationship between imparting knowledge and cultivating ability, pay attention to cultivating students' independence and autonomy, guide students to question, investigate and explore, learn in practice, and promote students to learn actively and individually under the guidance of teachers. Teachers should respect students' individuality, pay attention to students' individual differences, meet the learning needs of different students, create an educational environment that can guide students to actively participate, stimulate students' enthusiasm for learning, cultivate students' attitude and ability to master and use knowledge, and make every student develop in an all-round way.

Second, use the teaching design of discovery and inquiry to improve teaching efficiency.

In the teaching of information technology, students are encouraged to acquire knowledge with their own brains, and their initiative in learning is emphasized. Students should not be regarded as passive recipients of learning. Its teaching design is: introduction of operation essentials → operation attempt → inspiration and guidance → operation learning → feedback and guidance → consolidation of exercises → induction and summary. This teaching method not only enables students to master knowledge and skills, but also develops students' intelligence. For example, when learning excel, students can easily complete the basic operations of excel under the guidance of teachers, such as calculation, sorting and drawing. But by assigning a task * * * to analyze students' test scores * * *, the learning effect will be clear at a glance. As for the consolidation exercise and summary, the reason is obvious. This fully embodies the teaching design of "teacher-oriented and student-centered", in which the teaching of teachers is closely combined with the operation time of students.

Thirdly, construct the teaching design of "subject-interaction-inquiry" to stimulate students' creative interest.

In the process of information technology teaching, teachers assign tasks first, and students can participate in teaching independently by completing tasks, which can cultivate students' necessary social quality; It is beneficial to establish good teaching interpersonal relationship and make students truly become the masters of teaching; It can make the classroom full of vitality, improve the quality of teaching and better develop students' intelligence. For example, assigning tasks: making personal web pages with FrontPage software, and selecting representative works from the web pages made by students after most students have basically completed their tasks. Students introduce demonstrations by themselves, and then let students discuss with each other and express their views and opinions, so as to realize the purpose of mutual exchange and learning. In this process, teachers aim to achieve the predetermined teaching objectives and guide the discussion direction appropriately. Let students learn to learn to learn, take the initiative to learn, learn to learn to innovate in participation, and achieve the goal of self-construction of knowledge and students' active development through teacher-student interaction and situational inquiry learning.