With the advancement of curriculum reform, the effective application of information technology in daily teaching has changed the traditional teaching model. Research-based learning, inspiring and interactive learning have entered the daily teaching activities of teachers and students to improve the effectiveness of teaching and learning, improve the efficiency of teaching and learning, and use modern education and teaching tools to entertain and entertain, so as to improve the quality of teaching and learning. The effectiveness of teaching and the effective use of information technology in teaching have become a hot issue. It will become an indispensable part of classroom teaching and a powerful tool for students to learn, research, and explore knowledge.
The application of information technology in Chinese teaching is to select and use modern teaching media through teaching design based on the teaching objectives and characteristics of the teaching objects, and organically combine it with traditional teaching methods to participate in teaching simultaneously. Throughout the entire process, a variety of media information is used to influence students, forming a reasonable teaching process structure so that students can learn under the best learning conditions. That is to say, information technology teaching can integrate various media information such as symbols, language, text, articles, graphics, animations and video images to provide the best classroom teaching. This is conducive to mobilizing students' initiative and enthusiasm for learning. In a series of interactive processes, students can consciously participate, actively connect new and old knowledge, and mobilize the enthusiasm for learning Chinese lessons, which can make students' Learning enters a good circulation system and truly achieves the teaching purpose of "light burden, high quality".
1. Information technology optimizes reading learning for Chinese teaching
Chinese reading teaching is to comprehensively improve students’ Chinese literacy and Requirements for moral cultivation and aesthetic taste. Under the guidance of this concept, we try to integrate network technology into Chinese teaching, seek the intersection of information technology and Chinese teaching, and use a brand-new method to break through the important and difficult points of Chinese reading teaching and make traditional Chinese teaching more practical. The essence, new concepts of modern Chinese teaching and network technology are integrated to explore an efficient and novel reading teaching model. Introducing modern information technology into Chinese teaching and applying it to reading and writing will undoubtedly provide students with a broad space. The huge amount of information it contains is in line with the requirements of the "big Chinese concept". We make full use of modern information technology and network resources to collect and process information, which can not only promote Chinese reading and writing teaching, but also cultivate students' abilities in all aspects and improve their overall quality. Reading teaching is a process of dialogue between students, teachers, and texts. The integration of information technology and Chinese reading teaching is to use information technology to create dialogue situations that enable students to gain unique emotional experiences, allowing students to obtain meaning construction in a series of processes such as entry, situation analysis, and construction of expressions, and with the help of resources provided by information technology , carry out expanded reading training, broaden horizons, and increase life experience.
2. Information technology provides Chinese teachers with a broader knowledge space
Middle school Chinese is a highly comprehensive subject, and the knowledge of many subjects involves Chinese. While learning Chinese, I am also learning other subjects, such as "Pomegranate" and "Why Are the Flowers So Red" about plants, "Giant and Child" about fairy tales, "The Autobiography of Lu Xun" about literary celebrities, "Nanjing Massacre" tells historical stories, "The Destruction of the Rainforest—A Worldwide Disaster" and "The Ocean is the Granary of the Future" talk about natural phenomena, and "Into New York" talks about life in foreign metropolises. Precisely because of the diversity and multiplicity of teaching content of the Chinese subject itself, coupled with the flexibility of teaching methods, the integration of Chinese subject and information technology education has unique advantages. Chinese teaching can use the rich information resources provided by various information media to extend textbook knowledge outside the classroom and broaden the space for Chinese teaching. For example, the most exciting part of the article "Lu Tiha punched Zhen Guanxi to death" is the description of the scene where Lu Tiha punched Zhen Guanxi to death with three punches. The first punch hit the nose, the second punch hit the eye socket and the eyebrow. Three punches on the sun. Watching videos of related articles is far more intuitive than explaining it to students in the classroom and asking them to imagine the scene. Seeing the brutal beating of a bully makes us feel relieved. When preparing lessons, teachers can use information resources to find relevant videos and text readings and other knowledge, and use various ways and means to expand classroom teaching capacity and integrate knowledge and interest. Teachers teach easily and students learn easily, which not only increases the teacher's own knowledge reserve, but also arouses students' interest in learning.
3. Information technology provides a broader space for teaching and learning in Chinese teaching
1. Use information technology to create situations and stimulate interest.
Einstein said; "Interest is the best teacher." Interest is a psychological characteristic of people with tendencies. It arises in a certain situation. When a person becomes interested in something, he will actively explore it. Interest is an emotional state caused by the stimulation of external things. It is the main motivation for students to learn. The orientation ability of middle school students is still at a low level. Their attention state still depends on the intuitiveness and image of teaching, and they are easily excited by new and exciting activities. In response to these situations, information technology is used to stimulate students' interest in learning.
For example, when teaching the lesson "Ventiloquism", the teacher can play the recording of the ventriloquism performance, which can stimulate students' interest and create a good atmosphere for students to actively learn, making teachers and students feel as if they are actually there. This method of using sounds and graphics to create classroom situations instead of boring dictation greatly stimulates students' interest in learning and improves classroom efficiency.
2. Use information technology to highlight key points and disperse difficulties.
The ancient poems and essays in middle schools are timeless and profound. In teaching, we often focus on students' understanding of their artistic conception. Due to the limitations of the living era and situation, this is difficult for today's students to achieve. Therefore, when teaching ancient poetry, a large number of beautiful pictures that match the artistic conception of ancient poetry can be collected and produced.
For example, when teaching Cao Cao's poem "Viewing the Sea", a slideshow of the majestic natural landscape showing "the journey of the sun and the moon is as if it were outside; the stars are brilliant as if they were outside", so that students can learn about it. The understanding of the artistic conception of the poem is integrated with the picture on the projection, and the students can feel the heroic sentiments of a generation of heroes at a close distance: "The old man is in trouble, his ambition is thousands of miles; the martyr is in his old age, his ambition is endless", which makes the students' hearts churning with the waves of the sea. In the teaching "Song of White Snow to Send Magistrate Wu Back to the Capital", he expressed the magic of "a sudden spring breeze came overnight, and thousands of pear trees bloomed", and the majesty of "the vast sea was covered with hundreds of feet of ice, and the gloomy clouds condensed thousands of miles away"; in "Qing Ping Le" "Village Residence" expresses the warmth and comfort of "Wu Yin is so charming when drunk, but whose old lady has gray hair", and also expresses the childlike interest of "I like children the most, scoundrels, lying at the head of the stream peeling off lotus pods"; in "Meet Me" "Happiness" expresses the loneliness, melancholy and sorrow of the country's subjugation: "I went up to the west building alone in silence, the moon is like a hook, and the lonely phoenix tree locks the autumn in the deep courtyard"... The surprise and envy brought by this picture can greatly arouse students' interest in learning. , allowing students to appreciate the poem while reading, understand the artistic conception of the poem, and recite it in a cadence. His emotions are malleable and his meaning is clear. Teaching effects that cannot be achieved by traditional teaching methods have been achieved.
3. Use information technology to inspire imagination and cultivate creativity.
Imagination is the psychological process of creating new images in the mind with the help of images. Information technology can provide students with vivid images to inspire them to use the wings of imagination and actively think and create. enthusiasm. In teaching, fully exploring the factors of teaching materials and conducting frequent imagination training are conducive to cultivating the breadth, depth and creativity of students' thinking.
For example, the article "The Destruction of the Rainforest - a Worldwide Disaster" allows students to understand the severity of the destruction of the rainforest by looking at pictures of the destruction of the rainforest, and to make students sincerely feel the impact of the destruction of the rainforest on us humans. threats, and at the same time stimulate their spirit of exploration. Teachers can allow students to freely discuss "how to better protect the rainforest" and express their opinions. Afterwards, students can be asked to tell their ideas to their classmates and teachers, and then discuss together. Students’ opinions and views received timely feedback and affirmation, which further increased their enthusiasm for independent inquiry.
I believe that the object of imagination can be something that already exists in real life, or it can be a new image of something that has not yet existed in real life and needs to be created, so imagination has the characteristics of "innovation" and connotation. In classroom teaching, the appropriate use of audio-visual media, combined with the content of teaching materials, and the use of imagination factors allow students to spread the wings of imagination and soar in the kingdom of imagination. It is undoubtedly of great significance to cultivating students' innovative spirit and developing creativity. of. Because of this, Einstein said "Imagination is more important than knowledge." Because knowledge is limited, and imagination summarizes everything in the world, promotes progress, and is the source of knowledge progress.
4. Information technology promotes the interaction between students and teachers in Chinese teaching
In traditional Chinese teaching, Chinese teachers play the role of "preaching, teaching, and solving doubts." Therefore, with a book in hand, year after year, day after day, I shake my head and shake my head, "The Master said that poetry clouds". Teachers are the monopolists and disseminators of knowledge and value. In modern teaching, the status of teachers is challenged: in the face of colorful and ever-changing electronic graphics and texts, teachers can only be organizers, instructors, researchers, servers and coordinators between students and information systems. The main role of teachers will be in the development of teaching materials, teaching research and evaluation, in tapping learners' intelligence, helping learners master creative thinking methods, and improving learners' survivability. Because of this, teachers must accept modern scientific educational values ??to promote human freedom, harmony, and all-round development, learn advanced educational and teaching theories, learn from advanced teaching methods, and firmly grasp the rich online resources and the development of learners' Chinese abilities. objective laws and create colorful learning situations. Teachers only play a guiding role in teaching, and students are the protagonists. As society progresses, so does our teaching. In this information society, teachers' teaching and students' learning should be organically combined, and students should be more hands-on with information technology knowledge. For example, the text "The Fool Moves the Mountain" is a fable, which is generally interesting to students, and the content of the article is simple. Teachers can tell relevant knowledge and teach students to use information resources to find relevant pictures and materials to understand the meaning of the text. Students can be divided into groups or tell the article themselves. After the students have finished speaking, the teacher adds additional information. This way of learning not only impresses the students but also exercises their expressive ability.
5. Information technology provides an effective way for students to practice independently and explore independently.
1. Use abundant online resources to collect and filter information and actively acquire knowledge.
Based on the teaching materials, teachers guide students to use rich online resources to collect information and acquire new knowledge. By enriching Chinese resources on the Internet into current Chinese teaching materials, teachers find ways to direct children's eyes to the boundless ocean of knowledge, know where to find the knowledge they need, and learn how to use this knowledge to combine and innovate. It reflects that our classroom is a dynamic classroom and an open classroom. For example, in the poem "Returning to Hometown", after learning the main text, students can choose a nostalgic ancient poem from the Internet and learn it by themselves in the way they like. This expands the classroom teaching capacity and provides a broad language for students to learn ancient poems. The learning space reflects the organic combination of inside and outside the classroom.
For the lesson "Three Gorges", the teacher designed the lesson on the basis of students understanding the text content and practicing reading the text emotionally. Based on the teaching material content, the teacher collected information after class and searched online information on the spot, or Introducing the Three Gorges as a tour guide, a tourist, a Three Gorges native, a writer, a poet, etc. This teaching design not only stimulates students' interest in learning, but also cultivates students' multi-faceted Chinese learning abilities. Such as collecting and organizing information, using information, language expression, etc. In addition, such Chinese language practice activities provide students with a "platform" for mutual learning and communication, organically integrating individual learning, group learning, and class learning.
2. Give full play to the advantages of computer learning tools, human-computer interaction, and guide students to learn independently
With the development of computer education today, its function is not just limited to the production of multimedia courseware. Students are not just "spectators" of courseware. They should give full play to their role as learning tools and provide a broader learning environment for developing students' learning initiative and creativity. Human-computer interaction is a distinctive feature of computers that is not found in any other media. In "human-computer interaction", students acquire knowledge and understand the world through the text materials related to the text and the development and changes of the sound, color and light of things, which fully mobilizes the interaction of students' multiple senses and improves students' intelligence. Factors and non-intellectual factors participate in the cognitive process at the same time, generating a strong desire to learn, thereby forming learning motivation. This interactive method is of great significance to the teaching process.
For example, in the article "Lu Tiha punched Guan Xi to death", the focus of the article is the three punches Lu Tiha used to defeat Zhen Guan Xi. You can list the article in a table so that students can read it in a table. Fill out the form on the computer: "Where did the first punch hit? What is the ontology? What is the metaphor?..." In this way, students can have multiple entry points for understanding the text content, and students can use their own understanding of the text content Fill in the content of your own experience based on your understanding. It can be a ready-made word in a book, or it can be a word that you understand yourself. It can be a word or a sentence. Let students of different levels gain something from the process of equal participation. Teachers can switch students' multiple understandings of different levels and aspects of the text content to the big screen, use the computer as a learning tool to stimulate students' interest in learning, and cultivate students' innovative spirit and ability.
For another example, in the process of learning new words, you can also set up a Chinese character input window for students. Students can input their favorite words, sentences, and famous quotes into the computer. This convenient and fast learning method has changed the way of "teaching" and "learning". It not only activates students' interest in learning, but also improves the effectiveness of classroom teaching.
We are still in the initial stage of using information technology teaching methods in Chinese classes, and the flaws in the implementation process are obvious. Although there is still no sufficient experience in using information technology teaching methods in Chinese classes, we can clearly see that it has advantages in classroom teaching that cannot be replaced by other teaching methods. As a Chinese teacher, you should learn new knowledge in a timely manner, accumulate it day by day, and enrich your mind day by day to better adapt to the requirements of the reform of Chinese teaching methods.
However, we should also clearly realize that information technology teaching methods are only a modern teaching method. Although its use in Chinese classes has impacted traditional Chinese classroom teaching, it does not mean that it can replace everything. Traditional teaching tools and teaching methods cannot be abandoned. Only when multiple teaching methods coexist, each with their own specialties and complementary advantages, can the best classroom teaching results be achieved.
The development of information technology has opened up a broader space for our Chinese teachers, Chinese teaching, and students, reflecting the integration of information technology and Chinese teaching. This gives us the opportunity to create a good language environment for students. I believe that as long as our Chinese teachers can use new thinking and creative work to carefully collect and select information resources that are suitable for the teaching content and students’ cognitive characteristics, choose appropriate teaching opportunities, and use information resources flexibly, our Chinese classroom teaching will be certain. The best "teaching" results can be obtained, and students can fully realize their potential and obtain the best "learning" results. Therefore, we must continue to explore, tap potential, and let information technology play its due role.