What are the teaching methods?

Reasonable application of some modern information technology means can easily solve knowledge difficulties, stimulate students' interest, strengthen students' memory, tap students' potential and cultivate students' ability. It can effectively improve the traditional teaching mode, optimize the teaching structure, improve the efficiency of classroom teaching, and successfully achieve the teaching objectives. What are the following teaching methods that are suitable for everyone? Come and have a look.

(A) the method of obtaining indirect experience in the form of language.

This teaching method refers to the teaching method mainly through oral language activities of teachers and students and students' independent reading of written language. It mainly includes: teaching method, talking method, discussion method and reading guide method.

1, teaching methods

Teaching method is a teaching method in which teachers describe situations, facts, concepts, principles and laws to students in oral language.

Step 2 talk method

Talk method, also known as answer method. It is a way to spread and learn knowledge through the conversation between teachers and students. Its characteristic is that teachers guide students to use existing experience and knowledge to answer teachers' questions, so as to acquire new knowledge or consolidate and check what they have learned.

3. Discussion method

Discussion method is a way for the whole class or group to express their opinions, discuss with each other, inspire each other and brainstorm around a central issue under the guidance of teachers.

4, reading guidance method

Reading guidance method is a teaching method that teachers guide students to acquire knowledge by reading textbooks and reference materials independently.

(B) the method of obtaining direct experience in an intuitive form

This teaching method refers to the method that teachers organize students to get in touch with real things directly and gain perceptual knowledge through sensory perception, so as to understand what they have learned. It mainly includes demonstration method and visit method.

1, demonstration method

Demonstration is a teaching method in which teachers show physical objects or physical models to students for observation, or through demonstration experiments and modern teaching methods, so that students can acquire knowledge updates. It is an auxiliary teaching method, which is often used together with lectures, conversations and discussions.

2. Access method

According to the requirements of teaching purpose, visiting method is a method to organize students to certain off-campus places-nature, production site and other social life places, so that students can acquire new knowledge through observation and research on actual things and phenomena.

(3) Teaching methods form skills and skills in the form of practical training.

This teaching method is a teaching method with the main task of forming students' skills, behavior habits and cultivating students' ability to solve problems. It mainly includes exercises, experiments and exercises.

1, practice method

Exercise method is a basic method for students to consolidate knowledge and cultivate various learning skills under the guidance of teachers, and it is also an important practical activity in the process of students' learning.

2. Experimental method

Experimental method is a teaching method in which students use certain equipment and materials under the guidance of teachers to control the operation of experimental objects to cause some changes, and gain new knowledge or verify knowledge from observing these changes. It is also a common method in natural science.

3. Practice method (or practice method)

Practice method is a teaching method in which students take part in certain practical work in a certain practice place in order to master certain skills and related direct knowledge, or verify indirect knowledge, and comprehensively apply what they have learned.

What are the common teaching methods in teaching?

First, the traditional interpretation method.

The traditional way of explaining knowledge is that teachers systematically explain knowledge. As one of the most commonly used and oldest teaching methods, it is also suitable for emerging information technology disciplines. This teaching method is mainly used for the teaching of information technology knowledge. It can complete the teaching process without other teaching equipment, such as teaching the history of computer development, computer composition, computer daily maintenance and virus prevention, computer use, network ethics and so on. This teaching method is also suitable for explaining the principles and operation steps of computer operation knowledge, such as sitting posture in computer operation and analysis of Chinese character input method. In teaching, teachers should pay attention to the "vividness" and "vividness" of the teaching language according to the characteristics of primary school students, prevent textbooks from being scripted, and deeply process the contents of the textbooks, so that teachers can teach easily, students can listen happily and remember firmly.

Second, the broadcast demonstration method

Broadcast demonstration method is the steps and methods that teachers use network demonstration software to operate and students learn from the teacher's demonstration operation. This teaching method is mainly used in the process of strong operability, such as the start and exit of application software such as drawing, WORD and POWERPOINT, the introduction of operation interface and various editing operations. This teaching method is an important and effective teaching method in information technology teaching, and students can directly understand the functions of various application software in a very short time.

Operation method, this method can not only be used to explain the new curriculum, but also be placed in the introduction stage of the curriculum. As long as teachers organize some novel introduction contents, attract students' attention and stimulate students' interest in learning, it will help students to enter the teaching process synchronously, prevent individual students from doing other operations, and realize the synchronization of the whole class's learning with the teachers' teaching contents.

Thirdly, synchronous teaching method.

Synchronous teaching method means that students and teachers operate synchronously, and students master what they have learned and what they have operated. This teaching method is mainly used in the teaching process of new knowledge with strong operability, and can also be used in the review process that middle school students are difficult to understand. This teaching method has a more important role and new significance in information technology teaching. There are two application modes of this teaching method.

The first teaching mode is that the teacher operates on the teacher's computer (explaining while operating) and shows it to the students through the computer projector. The students follow the teacher's operation and explanation step by step until the whole operation process is completed. This teaching mode is widely used in information technology teaching. For highly operational information technology disciplines, there are many operating steps and processes for a specific function in a specific software, and the interface changes frequently, which makes it difficult for teachers to explain. This teaching mode must require computer classrooms to be equipped with computer projectors, which is very effective for qualified schools to solve important and difficult problems in the teaching process.

Another teaching mode is that the teacher watches the students' operation and gives guidance, and the students perform the same operation at the same time under the guidance and explanation of the teacher, step by step, until the whole operation process is completed. This teaching mode is suitable for a wider range of rural schools, because teachers do not need network demonstration software and computer projectors to teach information technology. Applying this teaching mode to teaching, the teaching method is basically the same as the first mode, except that the teacher first designates several gifted students to cooperate, the teacher explains one step, and the whole class operates synchronously with the cooperation of gifted students. When explaining, in addition to explaining the specific functions and functions, because some students have no intuitive visual reference, every step of the operation should emphasize the specific position where the mouse points and clicks. In order for every student to complete the operation, the teacher should find a good reference or make it clear. In this teaching mode, teachers must control the operation progress, and some students must not operate in front and some students in the back, so that teaching cannot be carried out. Therefore, it is necessary to fully organize teaching, advocate mutual learning, promote communication (one classmate will teach the next classmate immediately), help (for a few students who have difficulties in operation, the next classmate will help) and lead (teachers should consciously cultivate some excellent students and let them drive). Organizing teaching well is exactly the same as the teaching effect of the first teaching mode, and it will also create a good learning atmosphere. If the organization of teaching is not good, this teaching method will not only have a good effect, but will make the classroom chaotic and the teacher will have a hard time in class.

Fourth, the task-driven method.

The so-called "task-driven" means hiding the new knowledge to be learned in one or several tasks. With the help of teachers, students closely surround a task activity center with the same * * * *, driven by strong problem motivation, actively explore and interact with each other through the active application of learning resources, and guide students to produce a learning practice while completing the established tasks. "Task-driven" is a teaching method based on constructivism teaching theory. It requires creating teaching situations with "tasks" as the goal, so that students can learn with real tasks in exploration. Let students take "task" as the main line, teachers as the leading factor and students as the main body to complete the teaching task.

The above flow chart is designed to respond to the teaching idea of "teaching as the leading factor and learning as the main body" advocated by quality education, emphasizing students' subjectivity and requiring students to give full play to their initiative, enthusiasm and creativity in the learning process. Students are considered to be

Active participants in the process of knowledge construction, many learning goals and tasks need students to actively and purposefully obtain materials to achieve, and teachers are organizers, directors, promoters and consultants in the teaching process. Therefore, under the task-driven teaching mode, teachers are required to arrange students to learn the knowledge in textbooks by analyzing and designing the teaching objectives and contents before each class, and prepare tasks with appropriate difficulty. After the lecture, leave the task to the students to solve. In the process of learning, analyzing and solving the whole problem, the teacher only plays the role of organization and guidance, giving students the space to think and explore actively, so that students can develop actively. In this way, regardless of whether the final students draw a conclusion, teachers should communicate with the students on how to complete the task, so as to finally make a reasonable evaluation of the completion of the whole task and give corresponding feedback. Through this method, students' learning enthusiasm is enhanced in the teaching process, students' thinking consciousness of actively participating in learning is cultivated, and students' autonomous learning ability is also improved invisibly.

In this process, students should understand that information technology, as a basic learning tool, serves specific tasks and can be applied to many disciplines and even all aspects of life. Teachers should cultivate students to treat information technology in a natural way, and regard information technology as a cognitive tool to obtain information, explore problems and cooperate to solve problems. Teach students not to focus on learning knowledge, but to learn to learn, master methods and cultivate autonomous learning ability.

In the process of implementation, the design of "task" should have clear goals, which requires teachers to subdivide the overall goal into small goals and the content of each learning module into easy-to-master "tasks" on the basis of the overall learning goal, through which the overall learning goal can be embodied. For example, taking the learning of "Making Personal Address Book" in Lesson 7 of Book 3 of Primary School Information Technology as an example, when learning the content of "Making Personal Address Book", students can be assigned a task of "setting their favorite background color for the table", which includes two steps: making the table and setting the background color, emphasizing the "favorite background color", which reflects the relationship with students and is also the following operation. Different teaching contents can be assigned as specific tasks in each class, and students are required to give solutions in class. Another example is the module comprehensive exercise of saving online materials. Students can design and produce a tabloid, which needs pictures, articles, artistic words, columns and so on. And its content and layout are completely free for students to play. This form is more suitable for the comprehensive learning stage of each module. At the end of the final study, students are required to make an electronic version of the newspaper by combining the relevant contents of Chinese, mathematics and even physical education, and of course other fields. Through this "task-driven" continuous training, students not only master the classroom content skillfully, but also gradually apply this problem-solving skill to other fields, which has been greatly improved.

The process of students using information technology to solve problems and complete tasks is a process full of imagination and continuous innovation, and it is also a scientific, rigorous and planned hands-on practice process. Only by giving this process to students completely can it help to cultivate students' innovative spirit and practical ability and continuously develop students' autonomous learning ability.

Fifth, research-based learning methods.

Inquiry learning refers to creating a situation or method similar to scientific research in the teaching process. Students can choose and determine research topics from their own study, life and social life according to their own interests, hobbies and conditions, and actively explore, discover and experience in a way similar to scientific research. At the same time, learn to collect, analyze and judge information, acquire knowledge, apply knowledge and solve problems, so as to enhance thinking and creativity and cultivate innovative spirit and practical ability. The outstanding feature of this learning method is that students insist on free topic selection, independent exploration and free creation in the learning process. Compared with previous learning methods, research-based learning is more conducive to cultivating students' innovative ability. Therefore, "let every student progress" is the core value orientation of research-based learning. Students are always in the main position in the process of research-based learning, not only learning knowledge, but also exercising intuitive thinking ability and creative thinking ability, shaping self-confidence and self-esteem.

Information technology teaching, as a compulsory course with the goal of cultivating innovative spirit, research ability and practical ability, emphasizes that students raise questions, collect materials, explore, analyze and study research topics through research-based learning, and finally cultivate students' scientific attitude and values, innovative spirit, innovative thinking and creative ability in practice based on problem-solving mode, and learn to solve practical problems related to information technology learning in life. In order to make students' enthusiasm for information courses last, it is not enough to just impart knowledge from books. More importantly, teachers should consciously carry out horizontal comprehensive teaching related to information and other disciplines. The tasks that need to be completed in the research-based learning mode are generally not the contents of the teaching materials, but the extension of the classroom, and even social realistic topics, such as environmental protection and social problems. In this mode, information is obtained and exchanged, and finally the research task is completed in the form of computer works. In other words, the tasks assigned by the teacher can be specific information courses or problems in other disciplines (such as Chinese, mathematics, etc. Once the task is put forward, the teacher will leave the whole dynamic process of analyzing and solving problems to the students to learn independently. Through one or several tasks, or even taking the relevant knowledge and ability requirements of several disciplines as a whole task, students are organically combined to study how to complete the task, and at the same time, they have completed the study of relevant knowledge of several disciplines.

Research-based learning teaching is no longer the traditional framework of single-subject learning, but needs to complete the course objectives in the form of topics according to students' different cognitive levels. Through the subjective, exploratory and creative problem-solving process, students organically combine multidisciplinary knowledge, knowledge and experience knowledge, in-class and out-of-class, school and society, which stimulates students' enthusiasm for autonomous learning and exploring problem-solving methods to the maximum extent. As far as the whole process is concerned, research-based learning teaching highlights students' autonomy and participation. In the whole research process, from the proposal, formation and implementation of the research plan to the completion of the task, students are independent, while teachers only give students general guidance on the methods of selecting topics and analyzing materials. In the whole learning process, students, as the main body of learning, completely rely on their own ability to solve all the problems they encounter, and at the end of the project, they also expand their knowledge in and out of class.

The research-based learning teaching of information technology in primary schools is a good way to communicate between schools and society, between books and practice, and between man and nature. The biggest difference between it and understanding society and nature through indirect teaching is that it is completed through students' multi-sensory participation, and it is a feeling and cognition of reality. At the same time, the research-based learning of information technology needs the participation of students' emotions on the one hand, and the process of students' emotional development and new emotional acquisition on the other hand. The acquisition of emotions and emotions will have a subtle influence on students' understanding and behavior, which is incomparable to information technology book learning.

Six, hierarchical cooperative learning method

"Stratification" is essentially a method to try to realize personalized teaching in classroom teaching. In classroom teaching, students are allowed to have flexible choices about learning materials, learning methods, the degree of achieving goals and the time limit for achieving goals. The determination of teaching objectives, teaching contents, teaching time, teaching steps and teaching methods can all proceed from the reality of students at different levels. According to different levels of students, the level of teaching objectives should have different requirements. According to the different learning efficiency of students, the capacity of learning content should also be different. According to students' cognitive ability, there are different requirements in self-study, discussion and practice. The stratification of teaching objectives is one of the keys to the implementation of "stratified teaching". The goal stratification is to change the unified teaching goal in traditional teaching into a flexible goal that students can choose. Learning objectives and learning methods allow students to choose, which determines that students "have something to do" and "everyone has an interest in learning". The task of teachers has changed from mainly explaining and teaching to mainly guiding students' learning, understanding students' learning situation and giving individual counseling. The way of learning has also changed from mainly teachers telling students, to mainly students' self-study and group cooperative learning. Group learning is a feasible classroom teaching form of "hierarchical" teaching.

Common teaching means and methods

First, the purpose, implementation process and effect of various teaching methods used in the teaching process of this course.

The teaching methods used in the teaching process of this course are: lecture, case teaching, situational teaching and discussion.

1. Teaching method: Teaching method is the most basic teaching method. The important theoretical knowledge of teaching is taught by teaching method, which can be directly, quickly and concisely mastered by students, laying a solid theoretical foundation for students to use it more skillfully in practice.

2. Case teaching method: Under the guidance of teachers, students analyze, try and discuss the selected representative typical cases, and make their own judgments and evaluations. This teaching method broadens students' thinking space, increases their interest in learning and improves their ability. The application of case teaching method in this course gives full play to the inspiration and practicability of case teaching method, develops students' thinking ability, and improves students' judgment, decision-making ability and comprehensive quality. For example, Wang Hongjiang's video class (a common psychological problem of preschool children) is completed by this teaching method.

3. Situational teaching method: Situational teaching method puts the teaching process of this course in a simulated and specific situation. Through teachers' organization and students' drills, the teaching goal is achieved in a simulated refined and pleasant scene, which not only exercises students' ability of improvisation and real-life operation, but also enlivens the teaching atmosphere and improves the appeal of teaching. This teaching method is often used in the teaching of this course, because the on-site teaching mode is restricted by some objective conditions, so the best way to improve students' practical teaching ability is to adopt this situational teaching method. By personally participating in the creation of the environment, students have broadened their horizons, consciously enhanced their scientific awareness, improved their practical ability and achieved good teaching results. In addition, in the teaching of this course, the application of this teaching method not only meets the needs of students to improve their practical ability, but also embodies its convenient, effective and economical characteristics, which can completely meet the teaching needs.

4. Discussion method: In the classroom teaching of this course, discussion method is adopted in many places. Students carry out cooperative learning through discussion, let students learn in groups or teams, let everyone participate in clear collective tasks, and emphasize collective tasks and teachers' decentralization to students. The key to cooperative learning lies in the interdependence, mutual communication and cooperation among group members, so as to achieve the goal of * * * *. Through classroom discussion, students' thinking and expression ability can be cultivated, so that students can participate more and do it themselves, stimulate their interest in learning and promote their active learning.

5. Experiential learning teaching method: "Experiential learning" means that students personally participate in the construction of knowledge, experience the process, and experience knowledge and emotion in the process. Its basic idea is that the process of students' understanding knowledge is not a transfer activity of "teachers teach-students listen". The real situation of students' knowledge acquisition is that students understand knowledge in their own "research", "thinking" and "imagination", and students form personalized understanding in "exploring knowledge". For example, in the teaching of "Indicators and Measurement Evaluation of Preschool Children's Growth and Development", Mr. Liu Yanhua organized students to go to the kindergarten to measure children's growth indicators, and then made statistical analysis, and asked students to design solutions to the abnormal children's growth conditions. This kind of personal experience learning has greatly stimulated the enthusiasm and initiative of students, and received very good teaching results. Stimulated students' enthusiasm for knowledge, and made them enthusiastically seek knowledge under the support of "interest in knowledge" and "belief in knowledge". At this time, a sincere and enthusiastic attitude is transformed into a rational force.

Second, the corresponding class size.

As a compulsory course, pre-school health is offered from class 201x. Up to now, four students have completed the teaching tasks, and more than 800 students have studied the course. Among them, the theory teaching is based on the basic course type, and the teaching probation is based on the grade.

Third, the application and effect of information technology in teaching

We integrate information technology with this course and build an ideal learning environment through effective integration. This kind of environment can support the creation of real situations, quick and flexible information acquisition, rich and diverse interactive ways, and cultivate students' creative independent discovery and exploration. On this basis, we can realize research-based learning, cooperative learning and other brand-new learning methods that can fully reflect the main role of students. The integration of information technology and this course has produced good teaching effect.

(1) We combine information technology with traditional teaching methods in teaching, highlight the advantages of information technology, and present pictures and wonderful teaching videos to students in time. On-site teaching method is the best way to improve practical teaching ability, but it is limited by many objective conditions. The application of information technology can make up for this deficiency. Students can still contact the real process in a more intuitive way in class, improve their learning initiative and realize the perfect combination of theoretical learning and practical learning.

(2) This course makes full use of the advantages of Internet knowledge dissemination and realizes the enjoyment of knowledge resources. At present, the electronic lesson plans, e-books and some teaching courseware of this course have been online, and students can learn online by clicking on the relevant web pages. It breaks the boundaries between time and space and creates more favorable conditions for students' "autonomous learning". Modern information technology provides personalized forms to meet the learning needs of different students.

(3) In the teaching process, the synchronous search of relevant knowledge can be realized directly through the Internet, and the knowledge update of the course of Preschool Hygiene can be completed in the classroom, which greatly broadens the scope of subject knowledge; Established a relatively advanced electronic reading room, which can easily realize online inquiry; In classroom teaching, teachers not only impart necessary theoretical knowledge, but also shoulder the task of improving students' knowledge literacy and broadening their horizons. By making full use of information technology, the use of the Internet has greatly improved students' enthusiasm and initiative in research-based learning.

(4) In the classroom teaching of this discipline, information technology is an effective auxiliary form of teaching methods such as simulation teaching, case teaching and discussion. Teachers purposefully videotape the fragments of students' simulated teaching as the first-hand information of teaching evaluation, and encourage students to actively carry out self-evaluation and mutual evaluation and carry out teaching exchanges between classes. Through this form, as a cognitive tool and emotional incentive tool to promote students' autonomous learning, we can fully mobilize students' initiative and enthusiasm by using the learning environment provided by information technology, such as independent exploration, multi-interaction, cooperative learning and resource sharing, so that students' innovative thinking and practical ability can be effectively exercised and innovative talents we need can be cultivated.