The opening of learning content: With the development of network information resources, education is no longer the result of teachers as the authority of knowledge to impart pre-organized knowledge system to students, but the process of teachers and students exploring knowledge together. The knowledge that students learn is no longer just the limited knowledge provided by textbooks, and the network has become an important way to transfer knowledge to students. For example, when we teach the natural course "Exploring the Moon", we organize students to study online, consult relevant materials, collect, process and process online materials, and fully understand the knowledge of the moon. This not only broadens students' knowledge, but also cultivates students' ability to actively study, explore and solve problems.
Open learning mode: break the closed learning mode and adopt various forms of learning and communication, such as "teacher-student", "student-student" and "teacher-student-student". Students can also communicate with off-campus personnel to discuss learning problems, and the exchange of learning information is completely open. For example, some people use multimedia networks to communicate online, and talk in language between teachers and students and between students. Students ask questions to teachers through campus mailboxes, and teachers give individual counseling according to students' questions; Teachers can monitor students' situation on the screen through multimedia network, find excellent answers or typical mistakes, and immediately play them to all students through multimedia network, and analyze and discuss the situation in detail. Students not only gain more knowledge and master effective learning methods, but also improve the relationship between teachers and students. They participate in teaching as partners and friends.
Openness of learning style: Students' learning under the network environment is a personalized autonomous learning activity. Students independently screen and identify relevant information from the Internet and carry out independent learning activities. For example, in natural experiment teaching, we guide students to use the network to simulate some important experiments that are difficult to complete, some harmful, expensive and time-consuming experiments, and some experiments that cannot be completed in the laboratory. Students observe and find some phenomena in their own simulation experiments and find the rules. We also instruct students to conduct self-test training by using related training questions on the Internet, and at the same time reflect on their learning activities and effects, improve their learning methods and develop their metacognitive ability. Teachers use the network to collect teaching materials extensively, carefully design network courseware, and guide students to learn independently under the network conditions. Its basic link includes five stages.
(1) Create a situation. Teachers use modern information technology to create situations related to teaching themes and stimulate students' interest in learning.
(2) ask questions. By carefully designing teaching procedures, teachers guide students to ask questions from themselves, from students to teachers and students, and from teachers to students by means of topic questions, causal questions, associative questions, method questions, comparative questions and critical questions, so as to clarify the direction of inquiry and learning tasks.
(3) independent exploration. Students explore independently under the guidance of teachers. Students are always in the cognitive subject position of active exploration, active thinking and active construction of meaning, but this can not be separated from the careful teaching design made by teachers in advance and the guidance in the process of collaborative learning. Teachers say little in the whole teaching process, but it is of great help to students in constructing meaning, which fully embodies the combination of teachers' guiding role and students' main role.
(4) Online interaction. Teachers guide students to consult, communicate and discuss in groups on the basis of individual independent exploration, that is, collaborative learning, to further improve and deepen the meaning construction of the theme, and to deepen each student's understanding of current issues through confrontation, supplement and correction of different viewpoints.
(5) Test summary. Under the guidance of teachers, students use online testing and evaluation software system to evaluate the learning effect of primary school mathematics in various forms, focusing on students' self-evaluation. Then make a class summary, which is done by students or teachers, teachers and students, or students write small papers. In the way of students' inquiry, we have preliminarily explored the following five forms of inquiry through practice. 1. Personalized inquiry-student-centered, self-study plus counseling. It is mainly realized by using cai courseware based on network. Personalized inquiry emphasizes active discovery or exploratory learning, and requires students to manage their own learning tasks. With the support of resources and interaction provided by the network, students can get timely and adequate individual counseling. They can invite the best teachers to join them according to their own needs and interests, and freely choose materials from the online database to expand their learning knowledge and deepen their understanding of knowledge.
2. Cooperative inquiry-that is, mutual teaching and learning, cooperative education. The basic ways of cooperation are competition and cooperation. In the competition mode, teachers organize students to compete for certain teaching tasks through the network, which can stimulate students' interest and attention in learning and achieve remarkable learning results. In the collaborative mode, students form a specific group to complete a certain learning task, and continue to discuss the specific task by email or bbs.
3. Discovery and inquiry-this learning method is similar to the invention and creation of scientists. Taking advantage of the richness and availability of network resources, teachers use relevant materials provided by teachers or other institutions to guide students to conduct inquiry learning. Students spend a period of time collecting data, analyzing and summarizing, discovering laws and drawing certain conclusions.
4. Discussion and inquiry-under the network environment, students discuss and communicate together under the organization and guidance of teachers. After students form study groups, they put forward their own views on current affairs through internal consultation and group discussion, and analyze and comment on others' views; You can also express your opinions on bbs forums, or discuss and answer specific questions by email. Through discussion, we can inspire each other and brainstorm, and students' individual thinking and scientific research wisdom can be enjoyed by the whole group. 5. Anchor inquiry-The "anchor" here refers to the real situation that contains some problems and tasks. In this way of learning, students need to study in the real and complete problem background and carry out independent inquiry learning.