How to write the teaching design and case analysis of information technology in primary schools

The first part is teaching design.

First, the information technology curriculum guidance documents

The information technology curriculum standard for primary and secondary schools, which was tried out in 2000, is the basis of information technology classroom teaching in primary schools at present. In addition, the "Curriculum Standards for Technical Fields in Ordinary Senior High Schools" promulgated in 2004 can also be used as a reference for information technology teachers.

Judging from the syllabus, information technology textbooks have formed a state of one syllabus and many volumes. At the same time, to improve the professional quality of information technology, we should further read professional books, find professional website resources and strengthen learning.

Second, how to carry out teaching design

What is instructional design?

Teaching design is a process of transforming teaching theory and learning theory into concrete plans of teaching links such as analysis of teaching objectives and contents, selection of teaching strategies and teaching media, organization of teaching activities and teaching evaluation by using systematic methods.

Teaching design

(1) guiding ideology and theoretical basis

(2) Analysis of teaching background (teaching materials, learning situation)

(3) Teaching objectives (three-dimensional)

(4) Teaching emphases and difficulties

(5) Teaching flow chart

(6) Teaching process (selection of resources and modes)

(7) Evaluation design of learning effect

(8) Evaluation criteria

(9) Blackboard design

(B) teaching design confusion

Puzzle 1: I don't know what to write in each item of instructional design.

Puzzle 2: How to conduct pre-school analysis

Puzzle 3: I don't know how to determine the focus and difficulty of teaching.

Confusion 4: I don't know how to evaluate and design the teaching effect.

(1) guiding ideology and theoretical basis

"Subject Curriculum Standards" is the basis for guiding teachers' teaching;

Teaching theory and learning theory are the basis of teachers' teaching;

Guiding ideology will affect the determination of teaching objectives and the choice of teaching methods.

This part is also a link to rely on and embody the new curriculum concept.

(2) Analysis of teaching background

Teaching content: It is necessary to analyze the status and role of the content at this stage in the overall information technology curriculum, as well as the status and role of this class in this section, and clarify the main learning content of this class.

Students' situation: students' basic situation, intellectual factors and non-intellectual factors.

Teaching methods and means: the main teaching methods and reasons chosen, (combined with teaching content and students' situation)

Technical preparation: including teaching resources and teaching environment.

(3) Teaching objectives

Three-dimensional goals: knowledge and skills, process and method, emotional attitude and values.

The main body of the target is the students.

The goal should reflect the technical content that students should master.

The goal should reflect the content of students' technical application ability.

The objectives should reflect the contents of the curriculum objectives in the corresponding curriculum standards.

The goal should reflect the ability level (the behavioral verb of learning goal)

(4) Teaching emphases and difficulties

Focus-the main supporting part of this class (not too much)

There should be some space and time to highlight the key points in the teaching process.

Difficulty-the part that is difficult for students to understand and master (not necessarily the key point)

The difficult teaching process should have a certain length and time, and some links should be designed to break through the difficult points. Don't concentrate too many difficulties or have no key points in a class.

(5) Schematic diagram of teaching process

Objective: To make the teaching process clear at a glance and reflect the clarity of teachers' thinking.

Reference links in the teaching process:

Create a situation-let students enter the learning state as soon as possible and stimulate students' interest in learning.

Review the past and learn the new-trigger the connection between the past and the future of knowledge, reduce students' strangeness to new knowledge and strengthen the application of knowledge.

Explain the new lesson-impart knowledge and introduce various learning methods.

Practice-student operation, teacher guidance, care for all students.

Sharing and communication-through the communication of works, we can stimulate the interaction between teachers and students, broaden our horizons, gain experience and experience the joy of success.

Effect evaluation-the evaluation of students' learning effect. Teachers should understand students' learning situation, and students should also understand their own situation through evaluation.

Induction and summary-combing the knowledge of this lesson, linking the knowledge of this lesson with the previous knowledge, forming the overall concept of information technology and summarizing the learning methods.

Expand and improve-help students expand and apply knowledge and guide students to learn knowledge.

(6) Teaching process

The whole process of teaching is not necessarily comprehensive, but depends on the specific course content, students' situation and teaching environment.

The teaching process explains every teaching link-the activity process should be consistent with the process.

Teachers' activities should reflect their roles, such as teaching, guiding and supervising the learning process.

Student activities should reflect the key points of students' learning, such as thinking, observing, operating and discussing.

The design intention is to explain and analyze this specific teaching link, corresponding to the teaching objectives, dealing with important and difficult points, realizing the curriculum objectives and so on.

The application of technology should reflect the technical means and resources used in this link.

The time schedule should reflect the teacher's process arrangement for the whole classroom.

(7) Evaluation design of learning effect

The evaluation methods should be diversified, and there should not be too many evaluation methods in a class;

The evaluation content should not be too complicated and easy to operate;

What is the purpose of the evaluation results? Understand students' mastery, learning process, students' recognition of learning and students' understanding of themselves.

(8) Evaluation criteria

Design an evaluation scale. The content of the scale should not be too much. The form can be filling in scores, giving grades, simple comments and so on.

(9) About blackboard writing

Use of blackboard writing-remind students and highlight key points

The content of the reminder-the main links of technology, the requirements of learning tasks, etc.

Reminders and key points should play the role of rulers to help students grasp their own learning direction.

(D) How to improve the teaching design

1. Seriously study the subject curriculum standards

2. Accumulate theories related to teaching, learning and psychology.

3. Seriously study the teaching materials, and tap the teaching value and educational value behind the text of the teaching materials.

4. Listen to lectures, analyze, reflect and practice more!

The second part is the teaching design case.

Case 1, "Love Transmission-Graphic Change"

Analysis of teaching background

(1) teaching material analysis:

The ninth lesson "Civilization in Community Activities-Graphic Change" is the second lesson of Unit 3 "Green Home" of Haidian Edition's Primary School Information Technology. This paper introduces the basic skills of "drawing" software-the method of changing graphics (flipping/rotating and scaling).

This year is the Olympic year, which is the best opportunity to educate students about the Olympic Games. Therefore, the previous class was changed to "Torch Relay-Selection and Movement of Graphics", so that students can master the selection and movement of graphics skillfully in a pleasant atmosphere.

At the beginning of this class, there was a national emergency-an earthquake of magnitude 8.0 in Wenchuan, Sichuan, which caused heavy casualties. The whole society is offering love and donations to the affected compatriots. So the teacher seized this opportunity and changed the teaching content to love transmission-graphic change. On the one hand, it ensures that students can finish in meaningful situations and master the knowledge and skills of information technology in the whole classroom learning process. On the other hand, inspire students to care about life, lend a helping hand and pass on their love to the children in the disaster area.

(2) Analysis of learning situation:

1. The learning object of this textbook is the third grade students in primary school.

2. Existing knowledge and skills:

(1) The drawing will be selected using the selection tool and the crop any shape tool.

(2) The selected graphics will be moved.

3. Knowledge and skills involved in this lesson:

(1) Learn the "Flip/Rotate" command of graphics.

(2) Learn the scaling ratio of graphics.

Teaching goal design

Knowledge and skills objectives:

Master the operation of rotating graphics.

Proficient in scaling operation of graphics.

Process and method objectives:

Now, as a small volunteer, I help clean up the process of road blockage caused by debris flow, master the method of graphic modification and the strategy of solving problems.

Emotional attitudes and values:

Solve problems quickly in the created real situation, feel that time is life, and improve learning efficiency.

The idea of infiltrating learning knowledge is to solve problems better.

Teaching emphasis: the flip and rotation of graphics

Teaching Difficulties: Understanding of Flip and Rotation

Teaching methods: task-driven, demonstration and competition.

Learning methods: observation, imitation, cooperation and communication.

Teaching preparation:

1. Demonstration courseware and examples of works-installing teachers' computers

2. Learning resources-installing students' computers

3. Multimedia teaching network

Teaching flow chart:

Teaching evaluation design

(1) Language evaluation encourages communication, demonstration and innovation.

(2) learning evaluation form (evaluation of learning effect of this course)

serial number

(full name)

Practical problems 10

Traffic problem

Clock problem 30

Math question 40

reality

score

three

four

Total group score:

Note: the group leader should fill in according to the students' real situation and summarize the scores of the group.

Blackboard design:

In the information technology class, students can not only acquire technology, but also acquire learning methods and problem-solving methods while mastering knowledge and skills. At the same time, students can get real emotional experience, appreciate the value of life, witness the process of activities, establish their awareness of caring for others, truly realize the transmission of love, and make every student's life wonderful.

Case 2: Chicken Foraging-Drawing Toolbar

With the advent of the information age, lifelong learning has become the goal pursued by education. The development of educational technology has gradually changed from "supporting teachers' teaching" to "supporting students' learning". The task of teachers has changed from designing courseware in the past to developing learning resources and learning environment; Students' behavior has also changed from passive observation and practice to active application and experience. Therefore, it is very important to carry out teaching research to adapt to the new environment.

First, research topic-exploring the common development of students and teachers from the perspective of researchers

The core idea of the new curriculum is to take the development of students as the center. This requires teachers to carefully design and reasonably choose teaching resources, teaching media, teaching methods and strategies, and implement them in the teaching process around the center of "promoting students' development" to evaluate the teaching effect. At the same time, teachers are no longer experts in the past, but should play multiple roles such as instructors, students, collaborators and researchers in different situations. Therefore, it is necessary to carry out the research on classroom teaching methods oriented to students' development.

After a period of research and practice, in-depth classroom teaching, attention to every detail of students' development, and effective teaching design, we can get the following enlightenment:

(1) Instructional design should study how to guide the selection and implementation of infiltration learning strategies in learning "meeting" from the perspective of students;

(2) Pay attention to cultivating students' ability to find and solve problems in teaching design, carry out effective autonomous learning in classroom teaching and study how to "learn";

(3) Teaching design should pay attention to creating situations, and task design should be close to students' study and life, so that all children can actively participate in classroom learning;

(d) Teaching design should include scientific and effective evaluation scales to guide students' self-evaluation and mutual evaluation, which can help students correct their learning goals in time.

Teaching is a purposeful, planned and organized process. Teachers and students interact in the teaching process, so we should pay attention to the unity of presupposition and generation in the classroom, always grasp the teaching and learning resources generated by teachers and students in the classroom interaction, and improve the effectiveness of classroom teaching.

Second, the teaching concept-theoretical promotion from the perspective of teachers' professional development

Constructivist learning theory of cognitive psychology: students' learning is always related to a certain environment. Knowledge and ability are the exploration, experience and reflection formed by assimilation and adaptation after students observe external things.

Theory of sustainable development education: Sustainable development education is basically the education of values, and its core is respect: respect for others, including modern people and future people, respect for differences and diversity, respect for the environment and respect for the resources on the earth where we live.

The core of sustainable development is people, and sustainable development education emphasizes the combination with lifelong education, the development of individual consciousness, ability, attitude and values at different stages, and the study of survival, life and development.

Basic principles of learning process design:

1. Pay attention to the creation and transformation of situations, and finally use them flexibly in real situations.

2. Take "task-driven" and "problem-solving" as the main lines of learning and research.

3. Provide students with a supportive learning environment to ensure the effectiveness of learning activities.

4. Give full play to the goal-oriented function of evaluation and attach importance to the improvement of students' evaluation skills.

Third, teaching thinking-design the learning process from the perspective of students.

1. Analysis of learners:

The object of this course is the fifth-grade primary school students, who have a certain computer operation foundation and have studied the simple functions of Word software. The "Drawing" toolbar introduced in this lesson is a small synthesis of the knowledge and skills learned in the past. Students can also use Word software to make personalized illustrations, give full play to students' subjectivity in the process of trying to operate, promote students to learn to cooperate with each other, face all students, and improve the effectiveness of classroom teaching.

2. Design of learning objectives

teach

study

eye

mark

Knowledge and

skill

Understand the "Drawing" toolbar, master its startup method and use it flexibly.

Methods to consolidate the effect of pay-off and filling.

Master to select multiple graphics at the same time and combine them.

Process and

way

Through the process of designing personalized illustrations, we can understand the methods of beautifying documents.

Emotional attitudes and values

Find ways to improve efficiency by applying information technology.

3. Study and help:

Lead-in-Let students carefully read the observation diary "Hen and Baby Chicks" and realize that applying the existing writing knowledge and information technology can record the wonderful moments in daily life, further analyze and compare the revised illustrated composition, and lead to the learning task of designing personalized illustrations by using the "Drawing" toolbar. Let the students know the learning objectives of this lesson.

Large group competition-study the function of the "drawing" button and quickly start the "drawing" toolbar, on the one hand, guide students to learn to choose research methods, on the other hand, quickly solve the key problems of this lesson through competition-master the operation of starting the "drawing" toolbar, and achieve the goal that all students can master through students' independent attempts and mutual guidance, and make full preparations for the next design.

Experience the operation link-let students try to operate with problems and study and solve problems while operating. Question design: Select the key questions that students of different levels may encounter when drawing illustrations, and design four questions with different difficulties, so that all students can answer the questions and have research projects:

1) How to draw a graph? 2) How to fill the color? 3) How to adjust the thickness of lines? 4) Can I move the whole picture?

Teachers guide students to divide their work according to their own level, study and solve related problems, and introduce them to classmates in the same group, so as to achieve the purpose of effective autonomous learning and cooperative learning. At the same time, teachers provide guidance on learning methods: independent inquiry, reading textbooks and "learn from me" help documents. From this link, let students realize their role in the collective, fully participate in the classroom learning process, achieve the goal of facing the whole, let each child have something to do, let each child have a sense of accomplishment, and let them develop themselves in the process of research and communication. At the same time, through step-by-step training, students are encouraged to find problems in the process of study and research, try to solve problems independently, promote students' all-round and harmonious development, improve their effective learning ability, and finally realize their sustainable development.

Question-and-answer session-Ask students to express their research process, methods, problems found or solved by showing research questions. On the one hand, we can sort out the key knowledge and skill objectives of this class, on the other hand, we can broaden students' learning methods and thinking modes through one or several groups of students' demonstration operations. Through this link, students can help each other. Students can find their own gains and losses in the process of research and study through the demonstration operation of their classmates, constantly revise their learning goals and improve their self-development level.

Design task link-by writing to four students with different difficulties, let the students choose the task of designing individual illustrations for them independently, and let the students design according to their own preferences and different levels. In the design process, students are encouraged to study deeply: how to apply the knowledge and skills learned in this course more effectively and appropriately, and at the same time, through the design process, various methods are comprehensively used to achieve the purpose of designing personalized illustrations, from which they can learn to add color to articles through their own creation and experience the fun of creation!

Appreciation and evaluation of works-by showing several articles with personal illustrations designed by students, let students fully express their design intentions, summarize the positioning methods in the design process, and explain the most proud places in their design. At the same time, listen to other people's opinions in order to improve your work. Students who listen to the exhibition can fully express their views or ask other questions they want to know. Through the process of presentation, students can also learn from each other, which further develops the whole learning process in depth and breadth. At the same time, the standard of students' self-evaluation is designed, so that students can evaluate themselves, improve their ability to know and develop themselves, and finally realize their self-development.

In the class summary, students and teachers spread out the application of this lesson knowledge-the application of "drawing" toolbar can also have many uses: you can design small environmental guards and save small pacesetters ... badges, signs and so on as needed.

Fourth, after-class reflection-on the development of students and teachers from the perspective of collaborators

Evaluation of students' learning effect: multi-level, multi-faceted, multi-angle and multi-form.

1. Large group competition, all students participate, and after success, announce the ranking on the blackboard;

2. In answering questions, encourage students to show in time and give in-depth and extensive incentive evaluation in the learning process;

3. In the evaluation and display, encourage students to appreciate other people's works, and affirm the displayed students;

4.5☆ Design evaluation criteria in the process of self-evaluation, so that students can evaluate themselves according to the criteria and record them on the blackboard.

Evaluation and analysis on the effect of teachers guiding and helping students;

Through this teaching activity, I carefully studied the students' learning process and made careful preparations according to their learning needs. From the teacher's courseware to the students' study materials, they are all drawn from the students' side and textbooks. By guiding students to participate in classroom competitions, researching with questions, designing independently and appreciating and evaluating works, the expected goals are basically achieved.

The submission rate of students' homework is 100%, and there are 42 students in the class, with self-evaluation reaching 4☆39 and mutual evaluation reaching 4☆40. Based on the above data, the knowledge and skills objectives of this course are highly achieved, and the student participation is100%; The process and method objectives of this course have been basically implemented, and more than 13 students have extended the knowledge of this lesson in the design. Because the simple questions in the answering process take up too much time, the students' expression in the evaluation process is not enough. We should spend more time here for students to fully experience and reflect, and I feel a little sorry here.

Generally speaking, this class has carried out the research goal of improving the effectiveness of information technology classroom teaching for all students, basically realized the development of students' personality, and gradually improved the sustainable development of students through further practice in the future.

The purpose of the study is to better take students as the center and serve the development of students.

Case 3: Application of Text Box

Analysis of teaching background

-teaching material analysis

Lesson 65438 +03 Appreciation of Ancient Poetry —— The application of text box is the last lesson of Unit 3 of Colorful Literature Society, the first volume of information technology in grade five of Haidian Edition. Applying text box to "Ci"-Design and make an appreciation page of ancient poetry.

This part is the end of teaching Word word processing module and the starting point of applying this module. Encourage students to use the knowledge and skills they have learned to create works, achieve the purpose of correctly expressing their thoughts, and establish the awareness of applying information technology.

Establish the design idea, use the "text box" to design and make the appreciation page of ancient poetry, and experience the wonderful use of the text box. The cognitive structure of students in this class is as follows:

Analysis of learning situation

This textbook is aimed at students in grade five of primary school. They began to enter adolescence, gained independent opinions, strengthened their desire and ability to learn, and began to think, pursue and explore new things. Learning interests are more extensive.

Learn about the teaching and learning of ancient poetry from fifth-grade teachers and students through interviews before class. The students of ancient poetry have learned four poems this semester, namely "Fang Bing Caohu Horse" and "Horse Poetry" in the "Horse" unit, and "Drinking Rain after Chu Qing" and "Langtaosha" in the "Water" unit. Students can create an appreciation page of ancient poetry on the basis of understanding, and cultivate students' ability to learn and explore other courses by using information technology according to the requirements of the syllabus.

Teaching goal design

Knowledge and skills objectives:

(1) Learn to insert a text box.

(2) Set the format and effect of the text box reasonably, and design the appreciation of ancient poetry.

Process and method objectives:

In the design, we use the learning method of independent inquiry to complete the task in mutual assistance and cooperation.

Emotional attitudes and values:

Create in the ancient rhyme of poetry, accept the influence and infection of China traditional culture, experience the artistic conception of ancient poetry, and speak freely.

Emphasis and difficulty in teaching

Teaching emphasis-1. How to insert a text box.

2. Format the text box.

Teaching difficulty-setting the format of the object reasonably.

Teaching methods: demonstration method, lecture method and task-driven method.

Learning methods: observation, imitation, cooperation and communication.

Preparation of teaching resources

1, demonstration courseware, work example-teacher computer installation

2. Learning resources-installing students' computers

3. Job evaluation form

4. Multimedia teaching network

Teaching flow chart

In order to implement the teaching objectives, according to the actual situation of students, I designed the following teaching process:

Teaching process design

Link 1: poetic-introduction to passion

Emotion: create situations and assign tasks.

Objective: To integrate students into the situation and stimulate their love for the ancient culture of the motherland.

Enter the scene: Compare the typesetting of ancient poems in China's books, and let students observe and think about the role of background patterns and their relationship with words.

Objective: Let students feel the relationship between pictures and words through comparison.

Learning strategies: comparative perception, thinking and answering.

Teaching strategy: passion introduction, task-driven.

Task-driven: By appreciating the sample works of ancient poetry appreciation, the task of this lesson is to make an appreciation page of ancient poetry.

Objective: To define the task, understand the design sequence and make preparations.

Link 2: Ancient Rhyme Poetry-Appreciation of Poetry

Content:

Teaching is inserted into the text box. Firstly, the location of learning resources is introduced-rich materials are convenient for students of different levels to choose. At the same time, various ancient poetry documents with the same page specifications and different text typesetting are designed, so that students can have cognitive conflicts in application and construct their own knowledge and skills in applying information technology. In the subsequent thinking and analysis, the multimedia teaching network is used to compare different designs among students, so that students can understand the role of text boxes and draw their own conclusions-the application of text boxes can facilitate typesetting. Finally, the method of inserting text boxes is sorted out, aiming at helping students build the skills of application software and infiltrating the concept of reasonable application.

Design intention: let students acquire new knowledge according to existing knowledge and promote students' sustainable development.

Teaching strategy: try first, use first, and then talk.

Learning Strategies: Independent Inquiry and Thinking Analysis

Link 3: Entering China-Sightseeing.

Content: Set the text box format in teaching. In this session, knowledge transfer is adopted, so that students can recall the settings of optional graphics, backgrounds and other settings, and comprehensively set the lines, filling and other items of text boxes to achieve the effect of coordination and unity. At the same time, students ask questions before setting: How to set text boxes to achieve overall harmony? The purpose is to arouse students' thinking and improve their aesthetic consciousness and ability to create beauty.

Design intention: to guide students to transfer knowledge and solve the key points of this lesson.

Teaching strategy: compare the effect, explain the aesthetics and break through the difficulties.

Learning strategy: knowledge transfer, try to explore.

Link 4: Speak freely-analysis

Content: Beautify the text box, through the aesthetic guidance of students' works, let students understand what is harmony and unity, start with imitation, and gradually realize the aesthetic ability, which can produce beauty in their own works and break through the difficulties of this lesson. At the same time, students can summarize and sort out methods and implement the goal of applying information technology.

Design intention: Through the aesthetic analysis of the works, let students understand the overall harmonious and unified design idea.

Teaching strategies: analytical aesthetics, combing methods.

Learning strategy: understanding aesthetics, imitating innovation.

Link 5: Demonstration and Evaluation

Content: Use the evaluation scale to carry out targeted evaluation, and realize the objectives of fairness, universality and diversity of evaluation. Students use gauges to evaluate their and their classmates' works, which avoids the unfair phenomenon of human feelings grading.

The fifth-grade students are fully capable of objectively evaluating their own works and ability level by using the evaluation scale evaluation method, and can also analyze their own strengths and weaknesses, at the same time, they can also stimulate their own creation and correct the deviation in the design and production process at any time.

Job evaluation scale

Evaluation project

Evaluation index system

self-assessment

Mutual evaluation

5 ☆

3 ☆

1 ☆

1, poetry and painting

Choose the appropriate background picture according to the content of the poem.

The background picture will be selected.

The picture has been inserted but not set as the background.