Model of information technology lecture notes for primary schools: "Understanding computers"
Teaching content: textbook page 1-4: Understanding the composition of computers.
Teaching requirements: Through teaching, students can know that computers are composed of computer hardware and software, know the names and main uses of various parts of computers, and cultivate students' interest in learning computers.
Teaching process:
First, the introduction of new courses:
The computer is one of the greatest inventions of the 20th century. At present, it has been widely used in various fields of society and has become a right-hand man. Do you have a computer at home? Do you know what part it is made of?
Second, the new curriculum teaching:
1. Appearance of the computer:
From the appearance, the computer is mainly composed of the following parts: host, monitor, keyboard, mouse and printer. Take a look. How many parts does the computer on the computer desk have?
The teacher teaches the names of the parts, and the students observe and memorize them in front of the machine.
2, computer hardware:
We call tangible equipment and tangible equipment in computer hardware.
Host is the core of computer, which mainly includes CPU and memory.
Central processing unit (CPU) is the heart and core component of a computer. Memory is responsible for storing information, which is equivalent to the storage center inside the computer.
The monitor is the output device of the computer, which can display the information we input into the computer and the results after processing by the computer.
Keyboard and mouse are the most commonly used input devices for computers. They can be used to input information to the computer and guide the computer to work.
A printer is also an output device of a computer, which can print the output of the computer on paper.
3, computer software:
Only a hardware computer can't do it. There must be corresponding software. There are many kinds of computer software. For example, the game software that students play and the teaching software that helps us learn. ...
Computer software is a high-tech knowledge product, which is protected by law. We can't just copy other people's software works.
Computer hardware and software constitute a complete computer system, and their * * * jointly determine the working ability of the computer.
Third, consolidate:
Review the content of this lesson, and tell the names and main purposes of each part by comparing with the computer.
Fourth, homework;
Complete the exercise 1-4.
Draft of primary school information technology lecture: robot postman
Teaching material analysis:
The main knowledge of this lesson is to let students master the robot walking in a straight line and learn the simplest "sequence" structure in robot programming. The key point is to guide students how to turn theoretical ideas into practical and operable methods and accumulate experience in practice.
The task of "going ahead" is very difficult and challenging for students who have just been exposed to robots for a long time, mainly because students don't know where to start and have no direct learning experience to learn from. Therefore, when choosing teaching mode, teachers should also fully respect students' learning characteristics, conform to students' age and psychological characteristics, and start with childlike innocence and fun, so that students can immerse themselves in the pleasant atmosphere of robot learning tasks and accept difficult challenges, so as to learn new knowledge and master new skills. Therefore, teachers can adopt a task-driven approach to deal with teaching materials and implement them through in-class competitions.
The first theme task activity should also teach students how to work together, learn from each other, help each other and improve efficiency.
Teaching objectives:
1. Knowledge goal: Let students know more about robots through robot assembly; Programming method of learning sequence structure.
2. Ability goal: learn to control the robot initially, and make the robot walk in a straight line.
3. Emotional goal: cultivate students' team spirit and learn how to analyze and solve problems through small-scale competitions in class.
Teaching focus:
Further master the robot programming steps and learn the programming method of sequence structure.
Teaching difficulties:
Let the robot walk as straight as possible.
Preparation before class:
Robots appear on a field; Scorecard; Comprehensive score card.
Teaching process:
1. Introduce the new lesson.
2. Practical exploration.
Teacher: announce the theme of this competition: robot postman. See which group of robot postmen have the strongest ability to deliver letters to the designated places accurately and timely.
Read the rules of the game:
(1) Each team completed the construction and debugging of the robot within 20 minutes as required.
(2) There is 1 minute preparation time before each competition.
(3) Take the form of competition, with two teams playing each time, and win two out of three games. The winning team will enter the next round, and the losing team will be eliminated. The order of the duel is decided by the captain by drawing lots before the game.
(4) During the competition, players must obey the referee.
(5) In the competition, if the competition cannot be completed due to off-site interference or venue reasons, the referee will decide whether the competition can be re-played.
(6) During the competition, only two players and related staff in each group are allowed to enter the competition venue, and others are not allowed to enter.
Then, the teacher briefly analyzes the characteristics of this task and the idea of completing this task.
Students' activities and teachers' guidance in groups.
3. Student competition.
A teacher and several students form a fair competition referee group to organize the competition well. Relevant recording personnel (students) are responsible for recording the scores and rankings of each group.
Teachers should deal with the violations and disputes of the group in time to ensure the relative fairness and justice of the competition.
4. Assessment and feedback.
Teacher: Our activities today are coming to an end. Now let's evaluate and give feedback.
First of all, I want to interview the most capable robot postman. Why are the robots in your group so powerful?
Please invite all the members of the group to come to the stage to introduce their experiences.
Secondly, each group takes out the evaluation form and scores the performance of the group (team) according to the evaluation form.
5. Clean up the class.
Teacher: OK! student Our class is coming to an end. Please tidy up your equipment and return it to the teacher by the team leader.
Additional reference procedures:
Lego brainstorming sample program
Naint robot sample program
Draft lecture on information technology in primary schools: Fan Wensan: robot tour guide
Teaching material analysis:
The purpose of this lesson is to let students control the robot to complete a more complicated action-walking a broken line. Students already have the experience of controlling the robot to walk the line segment, so the goal of this lesson is to make students understand how to break down the complex problem of "walking the line segment" into three small problems: let the robot "walk the line segment"-"turn"-"walk the line segment again". "Turning" is a new topic, so the focus and difficulty of this lesson is to let students know the principle of robot turning and control the direction and angle of robot turning.
Teaching objectives:
1. Knowledge objective: Understand the turning principle of robots; Know how to make the robot turn and how to control the direction of the robot turning; Know how to control the turning angle by setting the turning delay of the robot.
2. Ability goal: I can write the program of robot turning, and I can debug the accurate turning time according to the operation of the robot.
3. Emotional goal: feel the modular problem-solving idea and experience the thinking method of decomposing a complex problem into several problems to solve separately.
Teaching difficulties:
Principle of robot turning.
Preparation before class:
Robots; Programming environment; Robot travel website.
Teaching process:
1. Create a situation and lead to the theme.
You can show the robot tour guide route and announce the robot's work task: complete the tour guide task along the "green-yellow-red" broken line.
2. Guide students to analyze tasks.
Divide this task into several small tasks. What is the most critical question?
3. Explore robot steering.
(1) Guide students to understand the principle knowledge of robot turning through real life experience. Turning can be understood by analyzing the turning process of cars, tracked vehicles and so on. Students can also control the robot to rotate on the field by hand, and then guide students to observe the rotation of the left and right wheels of the robot to understand the principle of robot turning.
(2) Let students do experiments to study the turning direction and angle of the robot in the form of group discussion.
4. Synthesize the three tasks and complete the tour guide work.
5. Summary of activities.
Let the students talk about the harvest and feelings of this exploration activity, and sum up the benefits of breaking a problem into several small problems and the methods of learning transition.
Exercise:
The exercise of this lesson is to let students apply and consolidate what they have learned about turning, and set the turning angle to 90 to the left and180 to the right. The purpose of the two requirements is to let students try to turn in different directions first, and then predict with mathematical knowledge: 180 is twice as long as 90, is the turning time exactly twice as long? Write down the turning time.