In practice, adhere to the concept of "people-oriented", take information technology with computer and network as the core as the means, and take advanced educational science theory as the guidance, and explore the ways and methods of integrating information technology with Chinese subject in primary schools. Through research, students have made some breakthroughs in improving their ability to read and use Chinese characters, as well as in reading and writing, which not only promotes the reform of Chinese teaching structure, but also greatly improves the teaching quality and efficiency, so that students can improve their information literacy while learning Chinese.
Literacy teaching
Literacy is one of the important tasks of Chinese teaching in primary schools. Because of the disjointed sound and shape of Chinese characters, many fonts, complex structure, great similarity and many polysemous words, it is difficult for students to learn. With the integration of information technology and Chinese in primary schools, especially the use of computer multimedia literacy teaching software (courseware), students can freely choose the strokes, stroke order, radicals, bookshelf structure, correct pronunciation and Chinese character coding of new words through these software, and at the same time follow the teaching software for training in listening, speaking, reading, writing and typing, and carry out autonomous learning, self-examination and self-improvement through human-computer interaction.
(2) Reading teaching.
In reading teaching, the key to achieve the teaching goal is to let every student participate in the learning process wholeheartedly. In the information technology environment, students have enough time to actively perceive, collect and analyze relevant information, think and discuss the problems they have learned, put forward various assumptions and try to verify them, and then step into a new knowledge realm through guidance. Let learners participate in teaching, form a model of finding problems-actively exploring-pursuing creation, and promote the optimization of learning and teaching. The concrete manifestations are as follows: first, teachers analyze the teaching materials according to the teaching objectives to find out the "points" of combining information technology, refine the teaching content into specific "learning tasks", and present them to students in the form of courseware and web pages through "inter-school communication" or "campus network"; After accepting the learning task, students, under the guidance of teachers, carry out autonomous learning combining personalization and cooperation, and use information technology to complete the task; Finally, teachers and students evaluate and give feedback together. For example, the teaching process of "Little Monkey Down the Mountain";
1, reading aloud, overall perception, experience characteristics. On the basis of a preliminary understanding of the content of the text, students can find out what the little monkey did after going down the mountain and find out the words and expressions that describe the characteristics of the little monkey in the text by reading the text with emotion.
2. Create situations and understand independently. Students choose their favorite paragraphs according to the content of the text, open the courseware made by the teacher through the computer, and learn and understand the relevant paragraphs independently. First of all, the teacher asked the students to circle the words describing the little monkey's movements from the text: fall, back, throw, pick, hug, hug and chase. Let the students watch these movements made by the little monkey through operation, and then do these movements by themselves, and analyze the difference between carrying and hugging. Then let a student read the text aloud, and other students use learning tools such as "peaches, corn and watermelons" to perform the content of the text: the little monkey broke corn and carried corn, picked peaches and hugged peaches, picked watermelons and hugged watermelons, and saw the rabbit chasing the rabbit, and the little monkey returned empty-handed, which set off the climax of classroom teaching. By talking about acting, students have a deep understanding of these verbs. The students performed the movements of "lifting, hugging and hugging" accurately, vividly and vividly. The students read it with relish, full of interest and extra care. This encourages students to use their mouths, hands and brains to deepen their accurate understanding of words; At the same time, it improves students' understanding level and develops their thinking.
3. Discuss and report to deepen understanding. Finally, starting from the age characteristics of the students, the teacher first links the behavior of the little monkey with the reality of the pupils. This transition from things to people, from text content to real life is an analogy of the same phenomenon and a vivid and intuitive perceptual knowledge, which is easily accepted by students. Then guide students to discuss seriously, clarify their own views, sublimate perceptual knowledge into rational knowledge, realize a truth from it, and realize the first leap in the process of understanding. Then use the philosophy of "no matter what you do, you must finish what you started, do it seriously, and do another thing after you finish one thing, so that you can gain something" to guide students' daily behavior. This teaching process not only embodies materialist epistemology, but also carries out ideological education.
Reading teaching can't use a fixed teaching mode, but depends on the content and genre of the text. In the teaching of ancient poetry, students initially perceive poetry under the guidance of teachers, and then students independently explore, cooperate with each other, make use of the vast space provided by information technology, independently conduct more in-depth research, and report and exchange learning results in various forms. Some students tell their classmates the background information they consulted on the internet; Some make poems into multimedia electronic slides for everyone to see; Others sing this poem with their familiar song tunes; More imaginative students talk about their feelings of learning a poem. The wings of students' imagination fill the blank in the poem, which is conducive to appreciating the poet's implicit expression of thoughts and feelings and correctly understanding its meaning.
(B) composition teaching
Composition is one of the main tasks of Chinese teaching, and we have also made bold attempts in curriculum integration. First of all, in the process of writing, students can easily make drafts, write articles or check grammar on the computer. At the same time, when writing with electronic media tools, students can use symbols, images, sounds and even three-dimensional animations to create colorful writing content. For example, professional symbols are inserted in the writing of science and mathematics, and illustrations are added in the writing of liberal arts and science. Students who write in this mode can improve their writing ability more than those who use traditional writing tools. Secondly, according to different teaching contents, multimedia teaching software is used to create situations to stimulate students' interest and let students tell or write according to the situations. Using the friendly interactive interface of multimedia software and the hypertext structure of multimedia, students can conduct collaborative learning through online mutual evaluation, discussion and revision, improve their appreciation ability and writing level, cultivate their ability to collect, analyze and process information, and accumulate writing materials. For example, in the composition class about scenery, the teacher lets students search freely on the Internet and choose their favorite scenic spots, including words, pictures, audio-visual materials and so on. Window of the World, Folk Culture Village, Wildlife Park, Huangshan Mountain, Forbidden City, Summer Palace and other tourist attractions all have their own web pages. In this teaching environment, students show a high degree of enthusiasm for participation, write many high-level articles, and receive incomparable effects from traditional composition teaching.
Curriculum integration provides more ways and channels for students to acquire knowledge and improve their ability. Students collecting folk stories in the society, collecting typos on billboards in the streets, consulting materials in the library, saying what they want to say on the Internet and discussing their favorite issues can all become new ways to integrate information technology with Chinese teaching in primary schools.
Second, change ideas and sum up the new experience of integrating information technology with Chinese teaching.
The practical research on the integration of information technology and Chinese subject in primary schools has promoted the renewal of teaching concepts and methods, constructed a new teaching system, cultivated students' innovative spirit and practical ability, improved students' information literacy, and gained some experiences:
1, which changed the teaching concept. With the continuous improvement of educational informatization level, in the process of exploring the organic integration of information technology and subject education, the educational idea of "teacher-centered" has been broken and the educational idea of "people-oriented" has been established. It makes it possible for students to develop freely, harmoniously and comprehensively.
2. Changed the learning tools. Through integration, Chinese subject and information technology are organically integrated, emphasizing that information technology serves specific tasks. Students treat information technology in a natural way and regard it as a cognitive tool. Students use computers to obtain and process information as naturally as pencils and erasers, and cultivate students' comprehensive problem-solving ability in a subtle way.
3. A new model is established. In the experiment, the teaching strategies of "task-driven" and "cooperative learning" are adopted to construct a new teaching model, and the horizontal comprehensive teaching of information technology and disciplines is consciously carried out through various themes of "task-driven teaching". Every student has the opportunity of active participation and self-expression, which provides a stage for students to seek answers and solve problems.
4. Cultivate the spirit of innovation. Cultivating students' innovative ability is one of the purposes of curriculum integration. In primary school Chinese teaching, according to the characteristics of students, under the network environment, we should give full play to the advantages of strong interaction and rich resources of multimedia and network to create a relaxed and harmonious learning atmosphere. By actively constructing knowledge, students can improve their innovation ability and solve real-life problems.
5. Cultivate autonomous learning ability and cooperative spirit.
A very important teaching goal of information technology courses in primary and secondary schools is to cultivate students' autonomous learning ability and cooperative spirit of cooperation with others. For example, teachers can instruct students to collect, process and process Chinese information or use computers to read and write independently. At the same time, we can also cultivate the cooperative learning ability of primary and secondary school students through online cooperative learning and group cooperative homework. With the help of e-mail, students can carry out large-scale collaborative learning. Through the campus network or the Internet, students in one class can exchange opinions and opinions with students in another class, another school or even another country, and accomplish their learning tasks together through communication. In this way, students improve their ability of autonomous learning and cooperative learning while using various information means to learn.