Keywords, questions, situational cooperation to stimulate interest
Under the guidance of the new curriculum reform concept, it is undoubtedly very important to stimulate students' interest in learning information technology in information technology classroom teaching and create an independent, cooperative and inquiry learning environment. Aristotle said, "Thinking begins with being surprised at a question." One of the most effective ways to create this learning environment is to create problem situations, stimulate students' interest in learning and realize the interaction between teachers and students.
Question situation is a classroom atmosphere that teachers try their best to create for students who dare to think and ask questions. Creating problem situations means that teachers create animations, games and questions and answers according to the teaching contents of this section in the teaching process, so as to guide students into problem situations, let students think, explore and cooperate in situations, realize the existence of problems, and then use their brains to find solutions to problems. Bruner believes: "It is the most valuable thing for learners to experience and develop their own learning materials in certain problem situations." Creating appropriate problem situations in information technology classroom teaching can awaken students' strong desire for knowledge, keep students' enthusiasm for learning knowledge, cultivate students' ability and methods to explore knowledge, promote students' comprehensive acquisition of information technology knowledge, and greatly improve classroom teaching effect. In daily teaching, I have made some thoughts on the strategy of creating problem situations in information technology classes.
First, contact the reality of life and make the problem situation live.
The problem situation created should be close to students' life. Because only by closely linking the problem situation with students' daily life can we attract students' attention and make students play an effective role in meaningful problem situations. In modern society, information technology has penetrated into all aspects of social production and life. Combined with this feature, if teachers can organically combine the teaching content with real life, refine it with vivid examples that conform to the characteristics of students' physical and mental development and are close to students' lives, highlight knowledge points and teaching tasks, and create problem situations, then students' enthusiasm for participating in the classroom can be stimulated, their subjective initiative in learning can be improved, and their ability to accept knowledge can be improved.
For example, when learning Excel application software, I used the method of data collection to make students familiar with the software and be able to do simple operations. On the basis of the software I studied before, I mobilized my classmates to make a personal financial situation analysis table, learned how to manage my own money, let me know my income and expenditure clearly, and adjust my consumption habits. From the personal financial situation analysis table, students can analyze where their living expenses are spent, which are desirable and which should not be spent, and then calculate the total income and total expenditure by computer. In the process of collecting these data, students spent two weeks paying attention to and counting their financial income and consumption expenditure, making financial expenditure registration forms from the expenses of catering, cycling, school supplies and daily necessities, and carefully making financial income registration forms from the living expenses, part-time jobs and school rewards given by their parents. After completing the data calculation of the table, some students took the initiative to calculate the proportion of all aspects by chart, so that they could see at a glance whether their income and expenditure were balanced. The knowledge in the textbook has been brought into full play. Some students use their imagination to add vivid pictures or exquisite background pictures to the table, thus combining the knowledge of illustration in word, completing the setting of illustration and background in the table, perfecting the interface of the table and enriching their knowledge. In class, some students compare who spends more and who saves the most, and carefully analyze where they should spend and where they can exist, which has sounded the alarm for their future consumption. In this class, students not only learned how to make simple Excel tables, but also learned the comprehensive application of Excel software, which achieved the teaching goal. Students not only mastered the skills of Excel operation, but also played an active role and improved their ability to draw inferences from others. Through the study of this class, students can truly become the masters of the class and change passive learning into active learning, so as to get twice the result with half the effort.
The problem situations created in this class contain unknown content or difficult knowledge, which can arouse students' cognitive attention and make students have cognitive conflicts. This aroused students' curiosity to explore further and made them want to find out. After discussion, the students realized the advantages of computer management. By creating problem situations and bringing them into life, students' curiosity is stimulated and learning efficiency is improved.
Second, carefully design the lead-in to stimulate students' interest in learning.
Comenius said: "Interest is one of the main ways to create a happy and bright teaching environment." Students love information technology courses, but their hobbies and interests are often manifested in playing games, chatting online or watching Flash animations. However, they are unwilling to learn some basic teaching knowledge and skills seriously. Therefore, lead-in should be carefully designed in the teaching process to induce students' learning motivation and stimulate students' interest in learning, so as to achieve the purpose of improving classroom efficiency.
In high school information technology teaching, multimedia can be used to create and optimize teaching scenes, and some life examples can be used to stimulate students' curiosity, interest in inquiry and desire for hands-on operation, so that students can have the motivation to explore learning in learning scenes and guide them into the best learning state, which not only makes students clear their learning goals, but also points out their learning direction, so that students can feel that learning is also a kind of fun and explore more actively.
For example, when teaching Insert Picture in Word software, I designed such an import process: first, some illustrations made by students before were played by multimedia for students to enjoy, some were edited and typeset, and some were accompanied by poems. After reading it, the students discussed, "How beautiful! How did you make it? " . The students' eyes show a thirst for knowledge. I saw the students' surprised expressions and told them, "These exquisite works are made by word software. As long as you use your imagination, you can do it with samples and you can do it better than them. " All the students can't wait to start the operation. Such careful design enlivens the classroom atmosphere, mobilizes students' enthusiasm for learning, stimulates students' interest in learning, and gives full play to their initiative and enthusiasm.
Third, take students as the main body and make the problem situation active.
High school information technology curriculum should take student activities as the main line, technical learning as the support, students' direct experience as the basis, cooperative learning and autonomous learning as the means, and gain rich operational experience through activities such as design and operation, so as to improve emotional goals, knowledge goals and ability goals. The information technology course in senior high school is a practical course. It is necessary to guide students to improve in operation and realize in experience, so that students can build their knowledge improvement ability in activities. Therefore, to create problem situations, we must design the problem situations into concrete student experience activities to make the problem situations active.
For example, in the teaching process of "video information collection and processing", let students watch a campus propaganda film first, which not only allows students to review the knowledge points of audio information collection and processing in the last class, but also paves the way for this class. Students are very interested in watching videos and want to make their own videos, which stimulates their thirst for knowledge. At the same time, they use wonderful short films to give students an intuitive feeling and enhance their learning motivation. Next, while the students watch the short film, the teacher continues to put forward the task with this question situation. The teacher asked, "What kinds of media are there in the MV? How was this MV made? " Under the guidance of teachers, guide students to complete interlocking practical tasks. Students are familiar with the interface of drawing sound and shadow in the exploration, and record their own videos as the material for the next editing to improve students' interest.
Therefore, the problem situation created in classroom teaching should be able to bring students into the situation, stimulate students' learning motivation in the fun of independent inquiry, and then put forward practical tasks to continuously strengthen students' learning motivation, so that students can combine what they have learned with the problem situation and practical tasks in this problem situation. This will not only help to maintain students' achievement motivation, but also ensure the fluency of teaching, which is conducive to migration and improve teaching efficiency.
Fourth, guide students to cooperate and communicate, and make the problem situation cooperative.
Students should learn to cooperate and communicate in the learning process, because the whole learning process of students is a group process, not a single one. Creating appropriate cooperative communication problem situations in the teaching process can not only cultivate students' cooperative ability and team consciousness, but also enable students to enjoy the happiness of cooperation and communication in the learning process. In the teaching process, I use various online communication tools such as BBS and QQ to complete the learning tasks in this section through cooperative division of labor and group competition.
In the process of teaching practice, I found that creating cooperative problem situations with the help of network communication tools is conducive to the cultivation of students' cooperative consciousness and the formation of good interpersonal relationships, promoting communication and cooperation among groups, making it possible to constantly ask questions, analyze problems and solve problems, and further improving students' ability to search for information.
For example, when teaching FrontPage web page making software, I first ask students to add various pictures and animations to an imperfect class website, including logo pictures, web page background pictures, animations and so on. At this time, the whole class will be divided into several groups, and each group will work together. First, each group of students discuss the overall style and color of the web page, then screen the pictures, and finally insert the selected pictures into the class website to form a complete web page (group score), and the teacher will publish and evaluate the works of each group.
When creating cooperative problem situations, teachers can't wait and see in the whole teaching process, because students' understanding of new knowledge is unsystematic and scattered. Only under the guidance of the teacher, students can sum up and generalize, and then they can look at the problem comprehensively. Teachers should seize the opportunity, give guidance to others, and promote students' ability to collect and process information, acquire new knowledge, analyze and solve problems, and communicate and cooperate. Therefore, teachers appear as instructors and promoters.
Of course, there are many ways to create problem situations in classroom teaching, such as association, game activities, student competitions, actual needs, practical operations, the contradiction between old and new knowledge, the connection between old and new knowledge, and the integration of disciplines. As long as teachers focus on the teaching objectives of information technology courses, process and create on the key points, difficulties and key points of teaching, they will certainly be able to create various problem situations that can activate classroom teaching, thus realizing the real transformation of students' learning methods and having practical significance for optimizing teaching activities.
In short, to create problem situations in information technology classroom teaching, we must arouse students' interest by solving problems in daily life situations, and closely combine problem solving with knowledge learning, which not only allows students to experience the formation process of knowledge and skills, but also urges students to use what they have learned as a tool to solve new problem situations, thus cultivating application awareness throughout the whole learning process. This is the connotation of problem-based situational teaching.