Keywords: Grade Five, Volume Two, Integrated Practical Activities, Information Technology Integration
Comprehensive practical activity course is a highly comprehensive course added in the new round of curriculum reform in primary and secondary schools. It is an independent course stipulated by the national plan and a direct experiential course. It does not aim at the acquisition of systematic knowledge, but focuses on students' life experience, life background, problems and needs in life, emphasizes the unique position of students' experience in the course, and emphasizes the process of students' personal experience, contact with society and self-reflection. In this process, stimulate students' interest in learning, develop their practical ability and cultivate their innovative ability.
This school year, I have carried out many comprehensive practical activities in the information technology education class, such as "I read, I am happy" in the first topic of this book. Starting from students' interests, according to the characteristics of fifth-grade primary school students who are in the early stage of youth development, eager for knowledge, love reading and have a wide range of interests, I publish reading diaries to students through class blogs to guide them to read good books and healthy and beneficial books.
It is presented in the form of "good book exchange", "happy line" and "reading little stars" in class. During the activity, the students saw the good books recommended by the teacher through the class blog log, saw many students' exchanges on the contents of the books, and saw their different reading experiences published through the class blog log ... It can be said that the students found a new form of exchanging reading pleasure, and they like to share the happiness of reading with more people on the class blog and make friends with more people who love reading. I also use the invisible bridge of the Internet to connect more children who love reading. I think what really benefits them is not only this class, but the process of growing up in the network.
The application of information technology in the comprehensive practice classroom not only provides students with a practical and operable communication platform such as class blog, but also its dynamic and audio-visual expression deepens the teaching content in various forms such as video, pictures, sounds and words, and promotes the students' cognitive process. For example, for the second topic of this book, "Moonlight at home in how bright!" I carried out comprehensive practical activities with the theme of "deep homesickness". Before the activity began, I used various channels, especially online resources, to arrange for students to find ancient poems, songs, stories, videos, pictures and other related materials about homesickness. The students are well prepared. Some students have collected poems such as Homesickness, songs such as My China Heart, stories such as My Homeland is Hard to Leave, and pictures such as Snow Can't Stop My Home. The students and I made these resources into slides and matched the corresponding links with background music. They showed their works, their study mood was quickly mobilized and stimulated, and they really realized their deep homesickness. I also linked the text "Rain of Osmanthus Flowers" and "Soul of Plum Blossoms" learned in this unit to deepen the theme of "homesickness" in this unit. This promotes the integration of Chinese learning and practical activities, and highlights the comprehensiveness.
After class, I also made reading cards, handwritten newspapers, interview drafts and other achievements. In the process of this activity, students actually participate in, understand and feel homesickness in various ways, and the learning method also extends from a single textbook to people and things in life, which not only makes learning vivid, but also cultivates students' practical ability.
The above is a presentation form of comprehensive learning of this textbook listed by me in two activities, that is, comprehensive practical activities arranged in combination with the text. The biggest difference in the arrangement of this textbook is that there is an additional presentation form of comprehensive practical activities, that is, autonomous comprehensive learning.
The fifth group of this book requires teachers and students to carry out comprehensive practical activities around the theme of "Wandering in the Kingdom of Chinese Characters", so that students can initially understand the characteristics and development history of Chinese characters, deepen their feelings for Chinese characters and China traditional culture, and improve their consciousness of using Chinese characters correctly. At the same time, cultivate students' ability to plan and carry out activities, find and use information.
Adopting this comprehensive learning method conforms to the improvement of comprehensive learning requirements in this period, and it is also a brand-new attempt and challenge for our fifth-grade teachers to apply information technology to comprehensive practice activities. Therefore, according to the Chinese Curriculum Standard for Full-time Compulsory Education, after carefully studying the teaching suggestions of the fifth grade textbooks, I designed eight sections with rich contents, namely: interesting Chinese characters, their sources, their evolution, the journey of discovering Chinese characters, praising Chinese characters, appreciating Chinese calligraphy, loving Chinese characters and writing Chinese characters well. These sections make full use of the excellent resources provided by information technology and greatly improve students' interest in learning.
For example, in the activity of "Interesting Chinese Characters", in order to make students feel the fun and magic of Chinese characters, we have carried out activities such as solve riddles on the lanterns, exchanging two-part allegorical sayings, ancient poems, couplets and jokes. The most interesting thing is "riddle surfing". Students can see many interesting pictures on the computer screen, and every time I click on a picture, I can link to see the big picture, so that students can clearly see the contents of the picture, let them guess the crossword puzzle easily according to the pictures and text reminders, and let students get the joy of success.
There are always different opinions about the origin of Chinese characters in China. In the section "The Origin of Chinese Characters", I listed many vivid and interesting legends such as "Knoting Ropes", "Eight Diagrams", "Drawing Pictures" and "Creating Characters in Cangjie" with corresponding illustrations. By reading these wonderful ancient poems, students have a certain understanding of the origin of Chinese characters in China.
In the part of "Evolution of Chinese Characters", I inserted a lot of words, pictures and video files, which vividly reflected the evolution process of Chinese characters from Oracle Bone Inscriptions, Jinwen to Xiao Zhuan, Li Shu, regular script, running script and cursive script. Very vivid and intuitive, showing the long history and rich cultural connotation of Chinese characters. The application of this information technology skillfully concretizes abstract content, makes boring content interesting, and enriches students' horizons with pictures and texts.
If the teachers in the previous links also laid a certain information foundation for the success of the activity, then middle school students will completely occupy a dominant position in the "journey of finding words". They took to the streets for social investigation and photographed their findings on the streets with cameras. The abuse of idioms on billboards, the typo of street slogans and the nonstandard use of words were all photographed by them and displayed in class. All these come from the life around us, which greatly shocked everyone and greatly inspired everyone's determination to study Chinese characters hard and use them well.
In the two sections of "Praise of Chinese Characters" and "Appreciation of Calligraphy", students can enjoy the exquisite calligraphy works of many famous artists in ancient and modern times, such as Liu Gongquan's Xuanta Monument, Mi Fei's cursive notes, Hans Zhang's notes, Su Shi's Chibi Poetry, Yan Zhenqing's Duota Monument and many other famous works. By appreciating the works of famous artists, students can feel the physical beauty of Chinese characters and understand the cultural treasure of the Chinese nation-calligraphy art. This process makes up the gap of traditional teaching more effectively.
Besides knowing and loving Chinese characters, I also arranged the link of "writing Chinese characters well". In the Chinese character writing platform on the computer screen, there are various frame structures of Chinese characters, each structure has examples, and it is equipped with stroke order and graphic demonstration. This form of demonstration of Chinese characters enables students to find rules in their writing, thus making their writing standard and beautiful.
To sum up, information technology has been applied to all aspects of our study and life, especially comprehensive study. The application of information technology has greatly stimulated students' interest in learning and greatly changed their learning methods. If comprehensive practical activities are a blooming bud, then information technology is a green leaf on the icing on the cake. The two complement each other and merge with each other, creating a pleasant and interesting situation for students, so that they can experience the fun of learning and success!