Keywords: information technology applied to Chinese teaching
With its obvious advantages of intuitive images, vivid and novel images, illustrated pictures and audio-visual combination, multimedia teaching has broken the traditional dull, static and single classroom mode of Chinese teaching and replaced it with a new three-dimensional, dynamic and multi-tone teaching mode. Therefore, the use of multimedia teaching has been favored by more and more teachers.
Information technology provides opportunities for exploring new teaching modes, methods and means, and also brings unprecedented opportunities for the reform in the field of education and teaching. Because of the particularity of primary school learning content and the regional learning environment, as a primary school Chinese teacher, it is more responsible to explore new teaching methods and teaching models, and to create an excellent scene by using information technology to assist Chinese teaching. Broaden students' horizons, make abstract and difficult knowledge concrete and tangible, and transform it into intuitive and vivid visual information, with pictures and texts, combining sound and pictures, fully mobilizing students' vision, hearing and touch, and enriching students' cognitive channels; Make classroom teaching vivid, vivid, intuitive and infectious, improve students' learning initiative, stimulate their learning enthusiasm and improve classroom teaching effect. It has a positive role in promoting the reform of Chinese teaching in primary schools. Therefore, we should give full play to the important role of information technology in Chinese teaching in primary schools and effectively improve the quality of education and teaching.
First, the use of information technology to cultivate literacy
Literacy teaching is an important part of Chinese teaching in the lower grades of primary schools, because literacy is the premise for primary school students to gradually master written language and cultivate their reading and writing ability. At present, Chinese experimental textbooks for nine-year compulsory education put forward new requirements for literacy teaching. Students should know about 3,000 commonly used Chinese characters in primary school. As we all know, Chinese characters themselves are more vivid, and there are many homophones and polyphones in them, which are really complicated. Because of their age, juniors have poor attention and shorter time to pay attention to things, especially freshmen, who can't adapt to the learning life of primary schools for a while. If the traditional teaching method is adopted, the whole class is full of new words, which often makes teachers feel boring and students feel boring when learning. Therefore, how to stimulate junior high school students' interest in learning, improve their literacy ability and consolidate the effect of literacy teaching is a very important research topic.
1, using multimedia to stimulate literacy interest.
Multimedia endows Chinese teaching with colorful forms of expression: bright colors, vivid pictures and pleasant music, which makes the learning content illustrated and vivid, and builds a bridge between children's understanding and teaching, so that they can explore the mystery of knowledge happily. "Learning is not as good as knowing, knowing is not as good as knowing", which aroused interest and made a good start for learning. For example, in the teaching of "boat", at first, a dynamic picture is displayed on the screen: a boat sailing at sea, which immediately shifts students' attention from chatting or playing with classmates during class to class, so that students can enter the learning state faster and better. Then, after the topic was introduced, the topic picture immediately unfolded: in the blue night sky, the stars were shining, and a little girl was sitting on the curved moon, as if rowing a boat. At the same time of screen switching, accompanied by background music: children read aloud "Boat". In this process, on the one hand, the exquisite picture first attracts students' attention, makes them curious about this picture, and then begins to perceive what they are learning later; On the other hand, the wonderful children's voice recites the text, which makes students notice some new words in the text, such as boats, bends, etc., and some students actively follow it, which stimulates students' interest in learning these new words, so that they can participate in the process of literacy teaching as soon as possible and experience the fun of literacy unconsciously.
2. Use multimedia to broaden students' literacy space.
Using multimedia literacy can help students learn literacy methods as soon as possible and solve the most basic, difficult to break through and important part of literacy teaching-looking at pictures. In order to make students master the structure of Chinese characters, we should fully show the word-formation rules of Chinese characters when making courseware, and reflect the characteristics of pictophonetic characters well in teaching. For example, when teaching a group of words "green, please, dodge, sunny, sentimental, sunny and eye", the first picture shows the basic word "green (grass, frog)", and the second picture still shows the word "green". Then, ask the students to think about the word "clear" in combination with the pictures of flowing rivers displayed on the screen. Students will quickly answer "add three points of water". The teacher points the mouse on "green", and a vivid three points of water flies past, which forms the word "clear" with the word "green". Students can also do it themselves. Teach the words "avoidance, feeling, sunshine and eyes" in the same way. In order to better reflect the characteristics of pictophonetic characters, the radicals can be made red when making courseware. After a group of teaching, all the contents of this group of words appear on the big screen again: clear (clear water), sunny (sunny), green (grass), ducking (dragonfly), eyes (mood) and please (sit down). Then let the students discuss and observe for themselves, the similarities and differences of this group of words, and how to remember this group of words quickly and well. Students can quickly find out the similarities and differences of this group of words through observation and comparison, and sum up their own memory methods. In this way, students can easily remember these words, and remember them very deeply, so that they will not be confused in the future. Students gradually understand and understand this literacy method, and they will become more and more interested in literacy. In this way, the characteristics of pictophonetic characters are understood and mastered by students bit by bit, and they gradually learn to use this rule to read independently.
Second, the use of information technology to improve classroom teaching efficiency
Multimedia technology uses the interactive, scientific and feedback characteristics of media to integrate pictures, words, sounds and images into the teaching process, which is an intelligent two-way teaching activity process. The application of audio-visual media technology also greatly simplifies the operation of teachers and enables teachers to concentrate on the teaching itself, thus greatly improving the classroom teaching effect.
1, using multimedia to stimulate students' learning enthusiasm.
With the help of multimedia teaching, we can effectively turn the abstract into concrete, display the contents that are difficult to understand or important to understand the text through the media, mobilize students' visual functions, maximize students' potential through intuitive and vivid sensory stimulation, perceive more information in all directions in a limited time, and stimulate students' enthusiasm for learning. For example, when teaching "There is only one earth", we can use computers to make such a moving picture: ① There are stars everywhere in the vast universe. (Accompanied by elegant music) ② The spinning earth came out, gradually narrowed, and finally became a boat in the universe. (Explain that the earth is very small in the universe) With the teacher's vivid description, a crystal ball appeared. (4) With the music, a rotating blue earth appeared. This introduction immediately attracted students, made them feel the vastness of the universe and the beauty of the earth, stimulated students' strong desire to learn, and laid the foundation for successful classroom teaching.
2. The use of multimedia helps to create teaching situations.
Using multimedia reasonably in teaching will not only stimulate students' learning enthusiasm and develop their imagination, but also create teaching situations and effectively cultivate students' aesthetic taste. For example, when teaching the sentence "Spring breeze is green in Jiang Nanan" in the ancient poem "boating in Guazhou", in order to let students better understand the subtlety of the word "green", we can show the beautiful scenery of Jiangnan in spring through video. In the south of the Yangtze River in spring, the images of red flowers, green willows and long grass bring students into a specific language environment, savor the beauty of language in poetry and quickly appreciate the charm of the word "green". The word "green" not only means "full", "advancing" and "passing", but also highlights the overwhelming vitality of the east wind that urges spring. Practice has proved that the audio-visual media has played its unique advantages in the teaching of ancient poetry. The process of students receiving information is multi-sensory, one eye, one ear and one brain coordinated, which deepens the understanding of words.
3. Use multimedia to highlight key points and break through difficulties.
In teaching, multimedia can be used in time to turn abstract and generalized language into concrete and sensible things, thus establishing the connection between words and objective things and mobilizing students' senses to the maximum extent. For example, teaching founding ceremony is a long article, which students can't understand because of the social situation at that time. Then the joy of the people being masters of the country is beyond our comprehension. When explaining this text, I used the method of long stories to grasp the development order of entrance-ceremony-military parade, highlight the study of key paragraphs, give full play to the advantages of multimedia, play the grand occasion of the ceremony in class, infect students with Chairman Mao's strong local accent and warm atmosphere of the ceremony, and make students excited about founding ceremony, thus shortening the historical distance of students. Make students learn lively and lively, and the difficulties in the text are solved imperceptibly.
4. Use multimedia to improve writing ability.
Writing teaching is the difficulty and focus of Chinese teaching. Writing makes many students feel afraid and difficult. If the training is not good, it will affect the improvement of students' Chinese performance. The ancients said, "The knower is not as good as the doer, and the knower is not as happy as the musician." With hobbies, we have the desire to write, so that we can concentrate on writing and improve the teaching effect of writing. Under the network environment, teachers can use computers to mobilize students' visual, auditory, tactile and other senses, so that they can enjoy videos, model essays, simulate revisions and circulate them to each other, so that students are always in an excited state, pay attention to their concentration, constantly internalize indirect experiences into direct experiences and representations, enrich writing materials, and make "smart women" often "cook". We try our best to print out students' excellent compositions, show them through multimedia and match them with music for all students to enjoy. In this way, the enthusiasm of students will naturally be improved.
5. Using multimedia can develop thinking.
Cultivating students' thinking must run through language practice. The thinking of primary school students is based on perceptual familiarity, without the stimulation and enlightenment of external media. When they think about problems, they often have thinking obstacles, and sometimes they have incomplete thinking. The use of multimedia stimulation and guidance will open the floodgate of students' thinking and receive the effect of being suddenly enlightened.
It can be seen that in Chinese classroom teaching, the use of computer multimedia technology to create vivid situations and virtual reality can arouse students' intimacy and freshness, thus stimulating students' interest in learning. By providing imagination and thinking space, students are encouraged to think deeply about problems, tap the potential of students' brains, and enhance the interest of classroom teaching through multimedia technology, so that students' learning can be changed from passive to active, thus keeping students relaxed and happy, learning enthusiasm and further improving classroom teaching effect.
Third, the use of information technology to expand students' horizons
Chinese is both instrumental and humanistic. Students' Chinese learning practice is not only a process of gradually mastering Chinese knowledge and skills and improving practical application ability, but also a process of cultivating sentiment, broadening horizons, developing thinking ability and improving humanistic quality. Primary school students have little life experience and accumulation, which is limited by time and space. If Chinese teaching only depends on textbooks, reference books and other materials, the teaching capacity is quite limited, which is far from meeting the learning needs of students. "Chinese Curriculum Standards for Primary Schools" proposes to integrate the "small book" of textbooks with the "big book" of life, and broaden our horizons and innovate in the intersection, infiltration and integration of different contents and methods. Therefore, Chinese teaching should cultivate students' literacy from a broader level. In traditional Chinese teaching, the requirement of broad content and the limitation of classroom teaching time are a pair of prominent contradictions. Network-based information technology is rich and interactive. Students can greatly expand the space, time and information of Chinese learning, broaden their horizons, expand their knowledge, improve their Chinese ability and information literacy by searching and processing information through the Internet.
For example, after teaching "Lin Chong bludgeoned the flood", in order to let students not only stay in books, but also learn about Lin Chong's "excellent martial arts and fierce hatred" and other characters, students are arranged to collect a large number of stories of other characters in "Water Margin" after class, and hold a "competition" to collect characters and stories in groups. The students immediately divided the work, some searched for pictures on the Internet, some went to the library to find information, and the students summarized the collected information through various channels. In this way, the students in the study group can enjoy the resources. It can be seen that information technology provides students with vivid, rich and fast resources, not only learning the knowledge in textbooks, but also extending the existing knowledge, and students are also educated in emotional attitudes and values.
The above is my understanding of the multimedia-assisted teaching of modern information, which is currently in the development stage, based on my Chinese teaching practice in primary schools. The application of information technology has brought new vitality and new opportunities to Chinese teaching. In Chinese teaching in primary schools, teachers can use modern information technology appropriately and skillfully to make abstract language concrete, visual and intuitive, make boring knowledge lively and interesting, and better guide students to devote themselves to teaching activities; It can also effectively arouse students' imagination, develop thinking and cultivate students' image thinking and abstract thinking; It can also greatly enrich the content of classroom teaching, give full play to students' subjective initiative and optimize classroom teaching. This shows that the role of modern information technology in Chinese teaching in primary schools is enormous and should be used more vigorously!