Application of micro-course in information technology teaching

Application of micro-course in information technology teaching

With the development of information technology, we have gradually entered the era of information explosion. With the start of various micro-modes, new media such as Weibo and WeChat gradually appeared, which brought great convenience to people's lives and changed their way of life and study. The development of information technology has also brought challenges to education, provided a new development direction, and promoted the reform of classroom education mode in China.

Keywords: information technology teaching; Micro-course application; Primary school teaching; information technology

With the rapid development of the times, information technology teaching has become more and more important. Information technology teaching can cultivate students' information technology literacy and make information technology a tool for lifelong learning and cooperative learning. The development of information technology has also promoted the reform of information technology teaching classroom in primary schools in China. In information technology teaching, more and more teachers begin to use micro-courses. The main core of micro-course is to set up relevant teaching videos, and also include some materials and courseware related to course content, teaching design and practice test. Through a certain relationship of organization and presentation, it creates a relatively independent, complete and thematic resource application "micro-course", which changes the traditional educational content, form and method and promotes the development and innovation of education. The application of micro-courses has produced many beneficial effects in information technology teaching.

1 micro class makes learning easy.

The information technology course is a course combining theory with practice, which is very practical. The content is often presented to students through the teacher's explanation and demonstration, and students practice on this basis to realize teaching. Classroom practice is limited. Due to the limitation of time, in the traditional classroom, students can't quickly remember all the contents explained by the teacher, so that they don't understand some problems in place, which directly affects students' actual operation, and it is inevitable that they will encounter various problems in actual operation. With the emergence of micro-courses, teachers can embed micro-courses in information technology teaching. Micro-class can fragment a complete class, highlight the key points and difficulties, promote the classroom efficiency of the whole class and help students learn. Under the teacher's explanation and demonstration, students can remember part of the content, and the content they can't remember will encounter difficulties in actual operation. When they can't solve the problem, students can ask the teacher for help. Of course, they can also open the video of the micro-lesson, carefully observe the operation steps of the part of the content that they can't understand, and watch and learn repeatedly in the difficult places until they learn. Through autonomous learning, students can solve their own problems in time, which not only saves teachers' time, but also exercises their autonomous learning ability. For example, when making an "electronic tabloid", the teacher will explain the beautification of words involved in the production, the use of illustrations and artistic words, and so on. But teachers often can't finish a class, even students can't digest it if they barely finish it. In addition, students' ability to understand problems is different with different foundations. A question may be explained by the teacher many times, but the students still don't understand it. The embedding of micro-courses reduces the teacher's repetition rate of the same question. Students can watch the video produced by "electronic tabloid" in the micro-class, which has detailed steps, so that students can master the content of this class through repeated study. Although micro-course is a new teaching method, it is only an auxiliary teaching method because of its microscopic nature, and it cannot replace the traditional normal teaching. Only by embedding it into the classroom can we promote teachers' teaching and students' learning, so as to give full play to teachers' guiding role and students' main role.

2 to promote students' active learning

In the traditional classroom, students are in a passive learning state. Teachers are full of knowledge, and students have no chance to ask questions in class, which leads to more and more questions that students don't understand. Finally, they don't understand too much knowledge, so that they lose confidence in themselves and interest in learning. They are prone to fatigue, desertion and self-abandonment in class, so the teaching effect of traditional classroom education is always unsatisfactory. With the embedding of micro-courses, the whole information technology course is divided into several sections. Students' learning is no longer always listening to teachers' lectures, but gradually becoming the form of listening to lectures, practical exercises, listening to lectures and re-operation. Such repeated study and training make students gradually master the key and difficult points of learning, and have a deep understanding and grasp of the classroom content in learning and hands-on practice. The use of micro-lessons makes students no longer blindly rely on teachers, and they will solve their own problems with the help of micro-lessons videos, which will promote students' autonomous learning, finding problems, thinking and solving problems. In this way, students will always keep their brains running fast in the information technology classroom, stimulate students' interest in learning and generate inexhaustible learning motivation, thus improving the efficiency of the information technology classroom and achieving the teaching objectives.

3 Help students solve their doubts

There are many students in a class, but there is only one teacher. Teachers can't take good care of every student, and they will inevitably ignore many students. This is not conducive to students' study. Limited class hours, each student's understanding ability is very different, and the questions and details that he doesn't understand are different. It is impossible for teachers to solve all students' problems in a limited time, let alone teach students in accordance with their aptitude. The embedding of micro-courses can solve this problem well. You can show the teaching content in detail, explain a problem in depth, and take care of students at different levels. Students can learn through micro-lessons according to their actual learning situation and their understanding ability. Through the guidance of micro-video, students can have their own learning space, play their own initiative, and promote students to ask questions and think about problems in micro-video learning. For example, in the teaching of Slide Design Template, the teacher explained the "design template" in the textbook to beautify the slide, but the book did not focus on "custom color matching". At this time, teachers can let students master "custom color matching" and choose the color matching suitable for their own slides through micro-video learning, so as to achieve the learning goal of "slide beautification", the key content of this lesson.

4 conclusion

Micro-courses can be taught according to students' own characteristics and specific learning conditions, arouse their enthusiasm and interest, stimulate their enthusiasm for learning, promote their autonomous learning ability, and make students truly become the masters of the classroom. Through "hands-on operation, independent exploration and cooperative communication", students can find and solve problems from the perspective of information technology, thus improving their information technology literacy and improving the efficiency of information technology classroom teaching.

Author: Dong Liu Unit: Qiange Primary School in Kanzhuang Town, Zoucheng City, Shandong Province.

References:

Zhu Zhenwei. The application and practice of "micro-lesson" in primary school information technology teaching [J]. China Information Technology Education, 2015,01:45-46.

[2] Zhang Hanyang. Micro-lessons in Scratch teaching in primary schools [D]. Shanghai Normal University, 20 14.

[3] Zhao Fengqi. Reflections on Multiple Evaluation in Primary School Information Technology Teaching [J]. China Information Technology Education, 2013,04: 50-51.

[4] Wang Xian. Reflections on information technology teaching [J]. Audio-visual education in primary and secondary schools (part two), 2008,09:15.

[5] Qiao Chao. Reflections on some problems in the teaching of information technology [J]. China Science and Technology Information, 2009,02: 215+217.

[6] Li Liu. Reflections on strengthening the integration of information technology and subject teaching [J]. Journal of Dalian Institute of Education, 2012,02: 30-31.

;