What are the application ideas of information technology in teaching?

Computer-centered information technology mainly refers to multimedia computers, classroom networks, campus networks and the Internet. With the rapid development of information technology, the continuous and rapid expansion of China's network scale, and the profound changes of information technology on modern people's life and work, the introduction of multimedia teaching methods into middle school classroom teaching has moved from theory to practice and development. The application of information technology and multimedia means has not only become the requirement of education authorities, but also the evaluation standard of schools and teachers, and has become the teaching norm of many qualified schools today. \ x0d \ x0d \ In this situation, many educators change their ideas and actively devote themselves to the study, mastery and application of information technology. The majority of teachers have also set off a wave of self-made teaching courseware, and there are countless audio-visual materials, lesson preparation materials and teaching courseware on the Internet. All these have profoundly changed our teaching philosophy, teaching mode, teaching behavior and teaching routine. \x0d\ \x0d\ Optimizing classroom teaching in primary and secondary schools by using computer multimedia technology is the concrete application of the basic principles of educational psychology in teaching practice. The knowledge of educational psychology tells us that people can only remember about 1/6 by hearing, about 1/4 by vision, and about 2/3 by using two audio-visual senses at the same time. Using information technology to assist teaching can create a realistic teaching environment, a dynamic and static teaching image and a lively teaching atmosphere. Using the characteristics of pictures, texts, sounds and images, the unclear knowledge in teaching is explained, which is difficult to explain clearly only by drawing on wall charts or blackboards. Through vivid pictures, synchronized audio-visual situations, concise explanations, pleasant music, and timely and effective feedback, we have analyzed the application status of \ x0d \1.Information technology in classroom teaching. \ x0d \ x0d \ The problems of "high input" and "low efficiency" in the informatization construction of basic education have attracted the attention of primary and secondary school teachers and principals. Classroom teaching is the main channel of school teaching, and classroom teaching pursues the maximization of benefit, efficiency and effect. As a new teaching medium, information technology, when it is integrated with the courses of various disciplines, that is, applied to classroom teaching, shows its extremely valuable characteristics in the process of education and teaching, thus providing the most ideal teaching environment for creating a new teaching structure, and then solving the problems of "low investment" and "high efficiency" in the informatization construction of basic education. Low "input" includes not only the low asset input of hardware facilities and equipment, but also the low consumption of energy and time of teachers and students; High "efficiency" includes fast teaching process and high quality of teaching level. Below, we take multimedia teaching as an example to analyze the application status of information technology in classroom teaching. \ x0d \ x0d \ 1. 1 Verifying the advantages of multimedia teaching in practice \ x0d \ x0d \ Classroom multimedia teaching has changed the traditional "chalk+blackboard" teaching method, and the multimedia classroom is equipped with certain multimedia teaching equipment (video display stand, computer, digital projector, VCD or DVD, power amplifier, speaker). Multimedia is used in teaching, which integrates words, graphics, images, sounds, animations and videos to realize the combination of pictures and texts, sound and pictures, and even simulate virtual reality to create classroom teaching scenes. The biggest advantage of classroom multimedia teaching is that it can change the presentation of teaching information in traditional teaching from a single text or a simple wall chart into a multimedia form, thus overcoming the problem that the information presented by text is too abstract in traditional teaching. Instead, we can turn abstract information content into concrete form and reproduce it to students with vivid, concrete and vivid virtual scenes, so that students can understand it more easily and realize relaxed and happy learning. There are many articles about the advantages of multimedia teaching, and different disciplines have different degrees of multimedia teaching advantages. Roughly summarized as follows: \ x0d \ x0d \ ① Intuitive image, overcoming abstraction. (Conforming to the law of human cognition: from perceptual knowledge to rational knowledge) \ x0d \ x0d \ ② Illustrated by pictures and images, multi-sensory stimulation can arouse students' interest in learning. (Multi-cognition, Multi-sensory acceptance) \ x0d \ x0d \ ③ Dynamic simulation process, effectively presenting key points and difficulties. (Dynamic presentation) \ x0d \ x0d \ ④ Timely interaction and timely feedback are convenient for students to participate and interact with teachers and students. (Easy to interact) \ x0d \ x0d \ ⑤ Virtual reality, which breaks through visual limitations and reproduces the true colors of things. (Virtual reproduction) \ x0d \ x0d \ ⑤ Infinite repetition, strengthening memory and overcoming forgetfulness. (Consistent with the principle of human repetitive memory) \ x0d \ x0d \ ⑦ Highly targeted, taking care of students of different levels. \ x0d \ x0d \ ⑧ Massive information saves space and time and improves teaching efficiency. \x0d\ \x0d\ 1.2 Problems found in the application of multimedia teaching \x0d\ \x0d\ Myth 1: Worship in the application of multimedia teaching. At present, in the practice of multimedia teaching, universities, middle schools, primary schools and even kindergartens actively raise funds to build multimedia classrooms, and teachers also actively adopt multimedia teaching experiments. There is no doubt that we should affirm the positive attitude of schools and teachers. But it does not rule out the tendency of "following the fashion" and "blind worship". According to the analysis, multimedia teaching has become the idol of teachers and students to a great extent. Therefore, almost all courses and every class in some majors are arranged in multimedia classrooms. At the end of the day, students have to listen to six classes of multimedia teaching, and many have to listen to ten classes of multimedia teaching. In this way, students spend 270 to 450 minutes staring at the screen every day. The windows of multimedia classrooms should be shaded and not easily ventilated. In addition, the screen brightness is very high, which is very irritating to students' eyes. Especially staring at the screen for a long time, bored in the dark classroom, is easy to cause visual fatigue and dizziness, and the learning efficiency can be imagined, which also brings some disadvantages to students' physical and mental health. Therefore, multi-point worship and relying on multimedia teaching and comprehensive multimedia teaching can not only give full play to the advantages of multimedia teaching, but may also be counterproductive. \x0d\ \x0d\ Myth 2: Hegemony in multimedia teaching. In modern teaching, the consistent view is to emphasize students' subjectivity and give play to teachers' leading role. However, in teaching practice, multimedia dominates the whole teaching process, and almost all teachers and students "retreat to the second line" and become passive teaching and learning. Therefore, when using multimedia teaching, teachers' leading position in teaching can not be ignored, and students' subjectivity can not be ignored. \x0d\ \x0d\ Myth 3: The phenomenon of "arranged" in the application of multimedia teaching. In modern teaching, traditional media include chalk, blackboard, specimens, models, wall charts and so on. Electronic media include slides, projections, movies, television, computers and so on. However, in actual teaching, multimedia teaching not only replaces the chalk blackboard, but also replaces the position of other media, so that all teaching work is "arranged". Multimedia has replaced everything and become the plenipotentiary of modern classroom teaching. Such an overall arrangement will inevitably bring problems, such as: the projection screen can not completely replace the teacher's blackboard writing. In reality, many teachers have left the chalk and blackboard when using multimedia teaching, but "the ruler is short and the inch is long". As a symbol of traditional classroom teaching, blackboard still has some places that modern teaching media can't replace. First, the blackboard has a strong instant reproducibility, and the content can be added or deleted as it is written. In the process of using multimedia teaching, teachers sometimes have sudden inspiration, which is often the moving part of teaching art and inspires teachers to shine in classroom teaching. In addition, a good handwritten blackboard has the function of sketching, reflecting the teacher's style and intangible influence. When students look up, they can see the key points of this lesson at a glance. The purpose of using multimedia is to assist teaching, and its starting point and destination are to improve teaching effect. We should not use multimedia for the sake of multimedia in teaching. According to the teaching content, we should selectively adopt the corresponding teaching methods and means (because some teaching contents are not suitable for multimedia expression at all, and multimedia is not a general media), make rational and comprehensive use of various teaching media, give full play to their respective specialties, including traditional media, and complement each other and use each other. Only in this way can we give full play to the comprehensive functions of various teaching media and achieve the best results. \x0d\ \x0d\ Myth 4: "Experiment" phenomenon in multimedia teaching application. The biggest feature of experimental teaching is practicality. Multimedia can be used to simulate experiments that cannot be practiced, and experiments that cannot be done without conditions. However, we must never attempt to replace all experiments with multimedia, that is, experiments that are conditionally completed are also simulated with multimedia, and students are not allowed to do experiments by themselves. In this way, using multimedia to do practical experiments is really a lot easier for teachers, but it will be discounted for students' experimental study. \x0d\ \x0d\ Myth 5: The "fancy" phenomenon in the application of multimedia teaching. Multimedia teaching should not be flashy and grandstanding. The use of multimedia has injected a lot of vitality into teaching and solved some abstract, rigid and monotonous knowledge points and teaching difficulties that have long plagued teachers. When teachers are pleasantly surprised, they often love animation, sound, special effects and other multimedia effects, and use them all in teaching, so that their electronic lesson plans or multimedia courseware will make a sound every click of the mouse to produce animation. Some animations and sounds have nothing to do with their own teaching content. Students are dazzled and bored. Instead of presenting knowledge points, they attract students' attention to irrelevant sounds and animations. \x0d\ \x0d\ 2 Principles of application of information technology in classroom teaching \x0d\ \x0d\ Practice has proved the advantages of information technology teaching, but at the same time, it also reflects many misunderstandings of many of our teachers in applying information technology to teaching. Through summing up, we realize that information technology should follow the following principles in classroom teaching: \ x0d \ x0d \ 2.65438.588886x0d \ x0d \ information technology can only play the role of assisting teaching. No matter what level the computer develops, it can never replace the role of teachers, but can only assist teachers' teaching and students' learning. The design idea of teaching students with machines instead of teachers openly violates the teaching law and the national conditions. For information technology teaching, we can't exaggerate its role, let alone let it replace the creative work that teachers should have, and let go of the reasonable and effective things in traditional teaching methods. The dominant position of teachers in classroom teaching is irreplaceable by information technology. \x0d\ \x0d\ Take making multimedia courseware as an example. Some teachers design and make courseware in order to play these courseware in class. They think that the longer the courseware is designed, the better. In fact, courseware design can't take the place of teachers. Courseware only plays the role of tutoring teaching and cannot replace the leading role of teachers. Teachers' explanation, guidance, method guidance, analysis and explanation based on students' feedback in class cannot be designed in advance. \ x0d \ x0d \ For example, during the SARS period, primary and secondary schools in Beijing were closed, and Tsinghua High School made full use of the Internet for teaching, so that students could close up and continue their studies. Teachers' teaching videos are played online, and the campus network platform is used to answer questions, assign homework and organize activities in real time. Some classes also hold class meetings online, giving full play to the role of information technology in teaching. However, when they returned to school, students reported that the learning effect was not as good as that at school. Because of this kind of teaching, students lack the most authentic communication, a lot of mutual enlightenment, mutual infection, real feelings, reading, reciting and thinking. And these are the essential contents of real classroom teaching. \ x0d \ x0d \ 2.2 Suitability Principle \ x0d \ x0d \ Suitability refers to suitability and appropriateness. The so-called appropriateness means that the application of information technology in classroom teaching should find a foothold; Appropriateness means finding a breakthrough in the application of information technology in classroom teaching. \ x0d \ x0d \ Some teachers completely rely on the application of multimedia means, playing with equipment all the time, seemingly busy, but ignoring students' practice and participation; Some teachers don't think so at all. They don't need a whole class and stick to tradition. This is an incorrect attitude and one-sided. So when should I use it and when should I not use it? This should be considered according to the reality of teaching, teachers and students. For example, when it is necessary to improve students' interest and enthusiasm in learning, we can consider using it, especially for students at a younger age. Using multimedia means to give students more vivid and intuitive sensory stimulation will help students understand and improve their interest, but for senior students, it is not appropriate to use intuitive images instead of visual thinking. It can also be considered when trying to make up for teachers' own quality defects. When the teacher's recitation can't reach the standard of Putonghua and can't compare with professionals, we can use recording; The teacher's blackboard is not beautiful enough, we can use slides; When there is deviation in thinking in images, we can correct it with images. When teachers and students can't solve teaching problems with conventional teaching methods due to the limitation of space and time, we can also use information technology. When students can't imagine the real scenes and objects described in the article because of the limitation of life experience, we can also make up for it through multimedia means. In a word, use it as needed. \x0d\ \x0d\ 2.2. 1 Three-dimensional curriculum objectives are the foothold of information technology application \x0d\ \x0d\ Three-dimensional curriculum objectives include knowledge and skills, processes and methods, emotional attitudes and values. When designing teaching, subject teachers should first grasp the essence and thought of the subject, use it to guide the whole teaching process, and then implement the knowledge and skill objectives of the subject through specific methods; In the teaching process, subject teachers should always understand the importance of "knowledge and skills" teaching, put it in an important position, clarify its teaching objectives and inform students as clearly as possible. "Process and method" is imperceptibly integrated into the teaching process, which is the embodiment of the high combination of scientific and artistic teaching. When the same knowledge and skills adopt different "processes and methods", students' forming ability is different, and their emotional attitudes and values are also different. Therefore, teachers should choose appropriate application types according to the teaching objectives, and give full play to the teaching functions of various information technologies.