To cultivate students' observation and imagination, and then stimulate their creativity, we must first have a situation with content for students to observe, space for them to imagine, and attractiveness for students to create.

The practicality, comprehensiveness and application of information technology subjects give teachers a broad space to create teaching situations. Teachers only need to adhere to the purpose of applying information technology to life practice and allow students to apply it in the process of solving practical problems in life and learning.

With the information technology you learn, you can create rich and colorful teaching situations.

Case 1: Design a personal business card. Use your brain, give full play to your imagination, and use Word to create a personal business card with a distinctive personality.

Specific requirements: (1) The page size is 90mm×55mm, and the page orientation is landscape.

(2) The business card must be double-sided, one in Chinese and one in English.

(3) The main elements include the logo, name of the holder, position, and contact information (to encourage imagination about future careers).

(4) The design is creative, the layout is reasonable, and the colors of the pictures are harmonious.

Case Analysis This is one of the teaching situations that I have used in my teaching for many years.

The teaching of word processing is designed in the real situation of making personal business cards, allowing students to start by observing the characteristics and functions of business cards, give full play to their imagination and creativity, and create business cards with distinctive personalities.

Over the years, whether it is the early high school teaching or the junior high school teaching in recent years, it has been deeply loved by students, greatly mobilizing students' creative enthusiasm, and batches of excellent business card works have emerged.

The creation of situations must first be open and originate from life that students are familiar with, so that students can observe carefully; secondly, the scope must be delimited and the theme must be determined to allow students to observe in depth.

Business cards come from life, but they are limited to the scope of business cards.

The main goals in building the space should be to use creativity and imagination, respect students' hobbies, and express their individuality.

In the case, the size and elements of the business card are stipulated, but the design of the business card style, logo, outline, text and future career choices, layout, color matching, etc. leave broad space for students' creation.

In addition, the personalization of business cards also greatly stimulates students' creative desire.

Case 2 Programming Lesson 1 Assignment Content and Requirements Use your brain, give full play to your observation and imagination, apply what you have learned in class, and design your first VB program.

(Tip: You cannot repeat the class examples. You can process and modify them on the basis of the examples. It is best to design them yourself) Specific requirements: (1) The content is positive and uplifting.

(2) Use the buttons, labels, image boxes and other controls and related attributes you have learned.

(3) Use assignment statements.

(4) The interface design is complete, beautiful and practical.

(5) Adjust the form to the appropriate size and fix it.

(6) There is a result button and it can end normally.

Case Analysis Algorithm and program design have always been difficult points in teaching.

How to allow students to give full play to their imagination and creativity during the programming process and stimulate students' interest is also a topic that I have long explored and researched.

In line with the principle of cultivating students' information literacy and applying what they learn to life practice at any time, I have currently designed a full set of teaching examples and teaching situations on algorithms and programming.

Common programming practice contents are fixed tasks that specify interfaces and functions, and the contents are mostly related to mathematics, physics and other subjects. Just imagine, how many students are interested in such tasks?

How can students use their imagination in these restricted environments?

Imagination and creativity must thrive in a free and open space.

A key point of information processing ability is whether students can find problems that can be solved by applying what they have learned in class, and try to solve these problems. This is also the key to cultivating students' observation and imagination.

"Use your brain, give full play to observation and imagination, apply what you learned in class, and design your Xth VB program." As the beginning of all programming assignments, students are allowed to discover or imagine what they are interested in and can apply in class.

Learn to solve practical problems or ideas, and then work hard to solve and realize them, creating a free and open space for observation, creativity and thinking for students.

This open theme, coupled with the "specific requirements" teaching situation, allows students to apply what they have learned and be bold and creative.

Students design a program for each class, from the initial imitation of examples to the final complete self-conception and self-design. Each student has experienced an experience of starting from scratch, from vagueness to clarity, and gradually innovating.

Many students enjoyed it and often emailed me the debugged programs in the early morning, truly experiencing the joy of creation.