Information teachers cultivate students' ability to process information, improve students' logical thinking ability, innovative thinking and innovative ability, and carry out innovative practice. The following is a draft of the sixth grade information technology lecture I compiled, hoping to provide you with reference and reference.
Fan, the sixth grade information technology handout.
I. Guiding ideology
With the construction of educational informatization as the main line, strengthen learning and actively explore the classroom teaching of information technology and subject curriculum integration under the new curriculum concept. Adhere to the strategy of promoting application by training, demand by application and development by demand, strive to improve the information literacy of teachers and students, and further promote the improvement of school education informatization level.
Second, the main work
(A) to strengthen the team's own construction
1. Clear division of labor and strengthen daily management. Clarify the post responsibilities of "service, guidance and innovation", constantly strengthen learning, strive to improve professional level and work efficiency, and enhance the awareness of cooperation, professionalism, scientific research and achievements on the premise of truly completing the routine teaching tasks. Usually pay attention to the collection and filing of relevant information. Record and accumulate data in a timely manner in combination with the relevant business assessment system such as equipment lending formulated by the school.
2. To build the information center into a learning team, all members should explore and grow together in a learning atmosphere. Specific measures: strengthen the system requirements, and have two classes to study and discuss in the computer room every two weeks. The contents include flash production, basic knowledge of network management, theory and practice of information technology and curriculum integration, etc.
(2) Vigorously carry out teaching discussions.
1. The research and practice on the integration of information technology and curriculum should focus on the routine classroom teaching practice, and at the same time pay attention to the application of information technology in discussion, so as to improve the quality of teaching discussion. In the practice and reflection of "preparing lessons-attending lectures-giving oral comments-giving written comments-focusing on communication-forming summary and reflection materials", the level of teaching and research can be promoted.
2. Organize the research on the frontier education theory of information technology and curriculum integration, carry out the research on the integration of information technology and disciplines under the new curriculum concept, and cooperate with the teaching departments to do a good job in concluding the information technology research topics undertaken by our school.
3. Cooperate with teaching seminars and exhibitions at all levels carried out by the school, actively participate in the "integration" research, and provide relevant services.
(3) improve the efficiency of equipment use
1. Strengthen the management of school computers. In order to save maintenance costs, we will mainly solve computer problems and common failures through centralized procurement of computer spare parts.
2. Continue to build a good teaching resource library. Through training, guide teachers to make good use of existing teaching resources (school-based and _ _). Collect a large number of material resources accumulated by teachers in the teaching process in time and catalogue them with the teaching material system. Specific collection measures: each discipline takes the teaching and research group as a unit, and on the basis of the teaching plan, courseware and other related expansion materials produced by the members of the teaching and research group in normal teaching, the information center will assist in sorting and uploading them, and the evaluation will be conducted at the end of the period. Continue to sort out and catalogue the existing purchased and _ _ resources, and expand the contents of the school-based resource library.
(d) Strict training and evaluation of teachers and students.
1. Teachers attend the training organized by higher authorities.
2. Teachers participate in competitions organized by higher authorities.
3. Organize school-based training: the theory and practice of integrating information technology with curriculum: make plans in the early stage of training, make preparations, pay attention to the combination of speaking and training during training, and make attendance records in time.
4. Strengthen the cultivation and assessment of students' basic information literacy. On the premise of emphasizing the overall improvement, we should strengthen training for some students with extraordinary level and strive for a breakthrough in the future skill competition. Set up a school-level keyboard input competition for middle-grade students to participate in the whole class, enter English in grade three and enter Chinese in grade four, mainly with the help of information technology courses.
Fan, the sixth grade information technology handout.
First, the guiding ideology:
1, so that students can master basic computer knowledge and basic WINDOWS operation skills.
2. Let students know more about the extensive uses of computers, and establish the consciousness of learning science, loving science and processing information in a scientific way from an early age.
3. Cultivate the good habit of using the machine from an early age and master the correct operation method.
4. Cultivate students' information processing ability, improve students' logical thinking ability, innovative thinking and innovative ability, and carry out innovative practice.
Second, the teaching emphasis and difficulty:
(1) Teaching content:
Continue to learn how to use FrontPage to make web pages, learn network knowledge and operate online.
(2) Teaching (training) requirements:
Make students fully understand and master the basic knowledge of "computer foundation, network knowledge and making web pages with FrontPage", and operate on the computer according to related exercises, so as to deal with some affairs in daily life from point to area, so as to apply what they have learned.
(3) Teaching emphases and difficulties:
1, master the basic knowledge.
2. Master various basic concepts and operations.
3. Organic and flexible application training and operation.
Third, the classroom situation analysis:
Class 6 (1):
There are 46 students in this class. The overall situation of this class is good, and the students' enthusiasm for learning is high, but the polarization between students is more serious.
Class 6 (2):
There are 46 students in this class, and the overall situation of this class is a little worse, mainly because the students are not interested in class, which leads to insufficient listening and poor self-control of a few students, but the learning atmosphere of the class is still very good.
Fourth, teaching ideas and measures:
1, imagine:
Focus on "computer basic knowledge, network knowledge and FrontPage", supplemented by games and competitions, to improve students' interest.
2. Measures:
First, give priority to students' computer operation, supplemented by teachers.
B, pay attention to minor differences, cultivate outstanding students and improve students.
C, pay attention to solve the typical problems encountered by students in the learning process, and can draw inferences from others.
D, try to increase the intensity of students' computer operation, so as to master what they have learned skillfully.
E, pay attention to the play of students' main role and the cultivation of self-study ability and innovation ability.
Improve students' interest by organizing corresponding competitions.
G, consciously pay attention to the mutual assistance between students, cultivate students' spirit of cooperation.
Fan Wensan, information technology handout for the sixth grade of primary school.
I. teaching material analysis
The Internet of Things is another technological innovation after the Internet. We are unconsciously in the Internet of Things era. In order to adapt to the rapid development of society, the "Information Technology Curriculum Guidelines for Compulsory Education in Jiangsu Province (Revised 20 13)" issued by the Provincial Department of Education has added an expansion module of "Internet of Things Technology" to help students understand the development and application of Internet of Things technology. Master the basic knowledge and skills of Internet of Things technology, experience the process and methods of using Internet of Things technology to solve problems, cultivate students' information literacy, and lay a good foundation for further learning Internet of Things technology in junior high school. The 20 13 edition of the textbook Information Technology for Primary Schools, which was approved by the Jiangsu Provincial Textbook Approval Committee on 20 13, has been divided into grades three, four, five and six from the original compulsory volume, two volumes and one elective volume, with new elements in content and more comprehensive supplements and adjustments to the textbook.
As an expanding part of compulsory education, information technology in the sixth grade of primary school mainly includes the foundation of Internet of Things technology, sensors and electronic tags, and the application of Internet of Things technology, and * * * arranges 13 classes. Lesson 1 introduces the basic knowledge of the Internet of Things and its application. Lessons 2 ~ 6 introduce several common sensors and electronic tags and their applications, which mainly reflect the perception of information; Lesson 7 ~ 10 not only introduces the typical intelligent application of the internet of things in daily life, but also embodies the transmission of information. 1 1 ~ 13 introduces three campus application platforms of the internet of things, which embodies the intelligent application of the internet of things. Although the last seven classes are all about the intelligent application of the Internet of Things, every application from the seventh class to 10 has knowledge about information transmission and network technology, while 1 1 to 13 classes are more practical campus Internet of Things applications, and students can have a deeper practical experience by cooperating with the corresponding website platform.
This textbook mainly introduces "Internet of Things technology", which is divided into four parts: Internet of Things technology foundation, information perception, information transmission and intelligent application. The content of the textbook is based on basic knowledge, basic operation and application. With the help of the simple Internet of Things system suitable for students to learn, this module allows students to combine their hands with their brains to understand the core technologies of the Internet of Things such as perception system and transmission system. The columns in the textbook, such as Guidance Card, Knowledge House, Practice Garden, Discussion Workshop, Inquiry House, Prompt Card and Achievement Basket, are more targeted to cultivate students' independent inquiry learning ability, ability to analyze and solve problems and spirit of innovation and cooperation. Second, teaching measures
1. Integrate theory with practice in teaching activities.
The teaching content of this textbook not only includes learning the basic knowledge of Internet of Things technology and mastering the basic operation skills of practice and experience, but also includes cultivating the ability to discover, try, explore, analyze and evaluate the application system of Internet of Things around you. Therefore, all teaching activities should be carried out on the basis of combining theory with practice.
2. The teaching content is analyzed in detail.
For the study of 1 class, it is suggested to start with the intelligent application of Internet of Things around students, and let students gradually understand the development of Internet of Things technology and its related knowledge through inspiration and discovery, observation and thinking, discussion and experience.
For the study of common sensors and electronic tags in lessons 2 ~ 6, we should emphasize the practical application in the Internet of Things. We can practice and explore with experimental equipment through the "practice garden" and "inquiry room" designed in the textbook, deepen our understanding of information perception and lay a solid foundation for subsequent study.
For the study of lesson 7 ~ 10, it is suggested to treat it differently from lesson 7 ~1~13, because although both of them are the embodiment of the intelligent application of the Internet of Things, the former has organically infiltrated the knowledge of information transmission, and the teaching materials about the Internet of Things technology have not been fully presented. It is suggested that teachers can make an appropriate introduction according to a specific typical application. In addition, teachers should try their best to let students experience these intelligent applications of the Internet of Things, which are closely related to daily life and study, through physical demonstration and operation practice.
For the learning of 1 1 ~ 13 course, since there are three specific application platforms of campus internet of things, teachers are advised to let students browse and experience the operation independently, and then make full use of the functions of the website to realize research, analysis and sharing in combination with specific query tasks. Conditional areas and schools should not only allow students to carry out some necessary educational practice activities through websites, but also visit the physical components of these campus intelligent application systems of Internet of Things on the spot, so that students can have a more intuitive and profound understanding.
3. Flexible use of classroom organization.
As for the form of classroom organization, it is suggested to start with groups. Because both the cooperation, mutual assistance and experience sharing between students advocated by the new curriculum and the inquiry activities that need to use experimental equipment in class need to be realized in the form of groups, especially the latter. At present, the problem in the teaching of Internet of Things technology is the lack of experimental equipment. Schools in this field are basically not equipped with experimental equipment, and some schools only have one set of experimental equipment for teachers to demonstrate. Usually, the use of experimental equipment must be effectively solved through group teaching. In addition, there are illustrations of each lesson in the CD-ROM of the textbook, so we can make full use of these resources.
4. Arrange the teaching schedule reasonably and flexibly.
In teaching, class hours can be arranged flexibly according to the actual situation. It is recommended to study the contents of this book last semester. 1 ~ 10 is completed in one class, 1 1 ~ 13 in two classes, and *** 16 classes. Teachers can also make appropriate adjustments.
Next semester, we will focus on reviewing the teaching contents of four textbooks on information technology in primary schools. The information technology foundation, cartography, network foundation, word processing and WPS demonstration in the basic module are reviewed in two hours respectively, because these are the core contents that students must master in primary school, * * * has 10 hour; Scratch and logo are reviewed in two classes respectively; Robot and Internet of Things review one class, * * * six classes. The review of each module, in addition to the review of knowledge points, can also arrange related theme activities.