How to effectively integrate and utilize information technology in classroom teaching

Benefits and Points for Attention of Learning Modes

Executive Summary: Under the premise of the new curriculum, a variety of teaching modes can be used in the teaching process of information technology to cultivate students' innovative ability and improve their information literacy. This paper briefly discusses the use of three teaching modes, namely, Situation--Encouragement Teaching, Problem--Inquiry Teaching, and Group Collaborative Learning Teaching, in actual teaching and learning, as well as the experiences and lessons learned in the process.

Keywords: information technology Teaching Mode

"Information Technology", the name of the course implies that it is a technology of communication, and both teaching and learning should be based on learning and utilizing this technology. The information technology class of the new curriculum standard requires the cultivation of students' innovative and creative ability, the cultivation of students' information morality, the improvement of students' information literacy, and, ultimately, the possibility of utilizing information technology tools for learning in later life. Under such a teaching purpose, if the technical means and operational steps are emphasized, students will simply take him as a course to learn and lack the awareness of applying him flexibly to other subjects or life. On the contrary, if only emphasize information literacy, information ethics but ignore the technology that is even more undesirable, only the idea, not the means to realize the idea that is a pipe dream, not information technology. Therefore, I think that in different parts of the teaching process, we must be flexible in the use of different teaching methods, to train our students into both ideas, while mastering the realization of their own ideas means of qualified information technology personnel.

As a high school teacher of information technology has been five years, the following I will briefly talk about my actual teaching activities in the application of some of the main teaching mode, as well as in the process of some of the success of the experience and failure of the feeling, please colleagues do not begrudge advice.

First, the scene - pottery type teaching

Also known as implied - comprehension mode. Teachers through language portrayal, multimedia demonstration, social events at the time and favorable factors in the teaching environment, to create a vivid image of the scene for the students, stimulate the students' learning mood. Mainly applicable to some basic chapters, such as: "Fundamentals of Information Technology" (mandatory) Chapter 1, "Information and Information Technology", Chapter 6, Section 1, "Information Integration", etc., these chapters have a **** the same point: the requirements for the operation of the technology is relatively low, mainly some theoretical knowledge, focusing on the enhancement of students' information literacy.

Teaching example: in teaching the first chapter of the second section of the "ever-changing information technology" before the preparation of courseware, the content mainly consists of three parts, ① in the human five information technology revolution is representative of the inventions in the picture ② computers from the emergence of the appearance of the operating system to the present in the appearance of the "evolution". Typical pictures of the "evolution" of computers from their emergence to the present in terms of appearance and operating system, or you can use a few pictures of robots to represent the future of computers ③ some of the media on the case of intellectual property rights or information about the dangers of the Internet. A few simple music effects would be sufficient. Gradually show the pictures as the lecture progresses, and ask the students to discuss the approximate time of the appearance of the objects in the different pictures and their impact on the development of human civilization in the light of their knowledge in history class. Finally, we will talk about intellectual property rights and the dangers of the Internet in conjunction with some news reports, so as to teach students to use information technology in a rational way.

As this lesson is basically a purely theoretical knowledge, the content of which the students more or less know, through this way of displaying and discussing can fully mobilize the enthusiasm of students and increase their interest in learning. This is to avoid the kind of filler education that reads from the book. Finally, combined with the media reports, moral education for students can reduce the students' aversion to dogma.

Second, the problem - inquiry-based teaching

To complete a task as a clue, usually the teacher can be a task cleverly broken down into several sub-tasks, the content of the teaching is integrated into the task, so that students in the process of completing the task to find their own shortcomings, after independent exploration and the teacher's prompting, to solve the problem themselves. In the completion of the task at the same time, learn how to think about the problem and find ways to solve the problem, cultivate students' sense of innovation, creativity and habits of independent learning. This teaching mode should be the most widely used in the teaching process of information technology, mainly suitable for some clear objectives, clear steps, strong operational chapters, such as: access to information, layout in word, web page production and so on. Problem - inquiry teaching mode if used successfully, can achieve the best results, but at the same time is also in the teaching process of the most problems in a way, exactly: the benefits and risks are equally huge.

Teaching Example 1: In the section of Finding Information, the assignment is to find the introduction and pictures about the characteristics of tourism in Huangshan. As a result, many students are not highly motivated, only a part of the students to complete the task, but basically using the same way: the use of search engine keyword retrieval. The rest of the students scurried around in the network when I opened the network, and there was a sigh of relief from the students when I closed the network.

This state of the classroom was not what I wanted, so what was causing it? After researching and reflecting on the classrooms of several consecutive classes, I found that students nowadays are more willing to use their known knowledge to solve problems, and basically won't consider finding another way (such as classified search) to solve the same task, and lack the spirit of pioneering and expanding. What's more, they are basically not interested in such tourist attractions as Huangshan. In their words, it is too far to go to Huangshan, which is unrealistic, and they might as well go to Suzhou Paradise, which is more fun. What they are interested in is sports and stars. Therefore, in the future teaching I changed the task to find out about Yao Ming, about the NBA related information, the effect has been significantly better.

This incident tells me that the first step to success in the problem-inquiry teaching model is to propose a theme suitable for inquiry. To understand the interests of students, the topic of inquiry should be the student's concern and interest. Only interested, students are willing to explore, and in the process of inquiry to master knowledge. In the specific implementation process, but also pay attention to give enough tips, while paying attention to the discipline of the classroom, so as to achieve the expected results in a limited time.

Teaching example 2: in the word tabloid production section, I think in the junior high school level of the textbook has a detailed introduction, so distributed a sample, set the task, modeled after the completion of the tabloid. As a result, some students, in less than 15 minutes (text and picture content provided by the teacher) successfully completed. But some students completed less than 1/3 of it until the end of the class.

Jaspers once suggested that teachers cannot ignore the actual situation of students. What the teacher learns is not necessarily the actual situation of the students. It is true that the content of word is learned in junior high school, but the students come from different levels, there is still a big difference between urban and rural areas, whether it is the school's emphasis on information technology or the rate of home computer ownership. The concept of the new curriculum is "all for the development of each student", which must be reflected in the inquiry teaching mode, teachers must pay attention to the individual differences of students, to provide each student with a platform for inquiry. In setting the task, pay attention to master the difficulty gradient, some difficult points can appear as additional questions, or after commenting on the students who will demonstrate, and then let other students operate, for example, the absolute positioning of the picture in the word and so on. In the process of students to complete the task, the teacher's task is to guide the students how to apply information technology means to complete the task, guidance is focused, on the basis of weak students to focus on. Only in this way can every student become the main body of the classroom, feel the joy of success in learning.

The classroom model of problem-inquiry teaching has three major steps: the use of scenarios to put forward the theme of the task and decomposition - one by one to complete the support tasks to ultimately complete the main task - summarize the results of the display and exchange. The first step is the beginning, the second step is the focus, the third step is the results, in the process of summarizing and results show exchange, can greatly improve the students' sense of achievement and satisfaction, but also in comparison with their classmates to experience their own shortcomings, in the teacher's comments in the systematic mastery of knowledge and skills. We must be careful to do a good job in every step of it, in order to be successful in this mode of teaching.

Third, the group collaborative learning teaching

The group collaborative learning teaching, is through the students into a number of groups, each group to complete their own tasks, and finally through the exchange of summaries to complete the classroom task. In this mode, the different ways of group division will directly affect the effect of collaboration and learning. Theoretically, group collaborative learning teaching can be used in any chapter, but because the classroom form of this mode is very open, so it puts higher requirements on students' consciousness and teachers' management ability. I think that in some of the knowledge and skills are similar to each other in the teaching process of the chapter of this mode of teaching, can achieve better teaching results, such as information technology in the second chapter of the mandatory "experience of the network database" and so on.

Teaching example: in the experience of network database section, let the students in accordance with the principle of seating proximity of each group of five students, independent study of the use of databases and experience a variety of databases (digital city, online shopping malls, online libraries, etc.), and finally, each group by a student demonstration of the use of a database. The result is that basically every group can complete the task excellently.

While the overall teaching effect is good, there are some problems, for example, usually one or two students play a leading role in each group, and the rest of the students have the suspicion of "riding the boat". The reason for this is that there is also a difference in affinity between students in the same class. This problem can be minimized if the grouping is voluntary, but it will be more difficult to maintain order in the classroom.

In the group collaborative learning mode of teaching, the final demonstration and critique is more important than in the inquiry teaching, because in the group collaborative learning mode of teaching, usually the practical content of each group is different, through the final demonstration and explanation can make all the students have all the content involved, and to understand the interconnectedness of the knowledge and migratory nature. Through reasonable grouping, effective supervision and detailed explanation and review, group collaborative learning teaching can improve the effectiveness of teaching and learning at the same time to improve the enthusiasm of students and develop their team spirit.

Whether it's situational - pottery type teaching method, problem - inquiry type teaching method, group collaborative learning teaching method, or traditional lecture method, demonstration - practice method, they are not isolated in the teaching practice. In the specific teaching practice in the classroom, according to different teaching content and specific circumstances, they are organically combined, often can play a better effect. The new curriculum under the information technology, we must use all effective ways to make students in the process of learning to experience the fun, in the learning is always in the main position, so as to complete the cultivation of students' innovation and creativity, enhance the students' information morality, and improve students' information literacy of the overall goal.