It can be seen that modern information technology not only brings unprecedented challenges to our classroom teaching, but also provides greater development space for our teachers and students. When we choose information technology to intervene in Chinese teaching, how to make use of these resources, give full play to teachers' leading role, students' initiative, improve students' learning level, and then improve classroom teaching efficiency can be started from the following aspects:
First, clear discipline and clear goals.
Through such a long time from the Eighth Five-Year Plan to the Eleventh Five-Year Plan, the information literacy of all teachers and students in our school has been greatly improved: many teachers can independently make flash courseware or special learning websites, which provide good learning resources for our students and lay a solid theoretical and practical foundation for cultivating their Chinese learning literacy. However, from the actual operation, it is found that in the process of teaching design, teachers only use resources to solve the preset teaching links, and do not give full play to students' dominant position in classroom teaching. Moreover, when teachers use resources, they are not particularly clear about what role resources should play here. What is the purpose of using resources in a certain teaching link? Sometimes a Chinese class feels that it uses resources for the sake of using resources because of problems in resource use or link design. Therefore, before using resources, teachers should first make clear the discipline and goals of this course.
The new Chinese curriculum standard clearly points out: "Improve students' Chinese literacy in an all-round way and correctly grasp the characteristics of Chinese education. "So, we must first make it clear that this class is a Chinese class with Chinese flavor, and the use of resources and media is a means to help us improve classroom efficiency. And children's emotions are easily aroused. If their cognitive activities can be accompanied by emotions, then their understanding of the objective world will be richer, deeper and more positive. If teachers' language, emotion, teaching content and classroom atmosphere become a broad psychological field, which acts on children's psychology, thus prompting them to actively participate in the whole learning activity, then the goal of children's all-round and harmonious development will certainly be realized. Information technology undoubtedly provides the greatest possibility and the best audio-visual effect for creating problem situations and stimulating students' emotions.
For example, the teacher used a lot of resources, such as ppt courseware and flash courseware, in the first volume of primary school Chinese in Beijing Normal University. These seemingly numerous resources will make teachers confused about the key points. But in class, teachers make rational use of these resources so that students don't feel complicated. Because the teacher uses the attached text to read, the teacher first uses ppt courseware to let the students perceive the text as a whole, and sketch the new words in this lesson on the electronic text, so that the students can imitate the examples given by the teacher to sketch in the book and understand the content of the text. It is required to write the word "Zhong" in new words, and the stroke order and strokes of this word are the most prone to mistakes. So the teacher demonstrated the stroke order and strokes of the word with flash courseware, and let the students follow the empty book to deepen their impression.
So as long as the subject and goal of this course are clear, we can make good use of resources and will not give people the feeling of "using for the sake of use".
Second, respect students and build resources.
The new curriculum standard points out that students are the main body of learning and teachers are the leaders. This point not only needs to be paid attention to in the classroom teaching process, but also needs to be reflected in the whole teaching process, that is, students can participate in the whole process from preview to class to feedback.
From the teacher's point of view, preparing class resources is a "time-consuming and laborious" thing. It may take a lot of time to collect and sort out information before, but it only takes a few minutes to attend class. This has caused a serious imbalance between teachers' input and output. Moreover, teachers are used to letting students preview before class, tick new words, read texts and so on. But it is impossible for teachers to check the effect of each student's preview one by one. This kind of work is inefficient and is likely to become a form. Let students participate in the collection and arrangement of resources, which reduces the burden of preparing lessons for teachers and can put more energy into "thoroughly understanding" teaching materials and students. From the students' point of view, they are eager to actively obtain learning information from all aspects, and their position in the teaching process is equal to that of teachers. We should give full play to their dominant position and let them actively participate in it, instead of just listening to the subordinate position of teachers. Moreover, the way of thinking of students is different from that of teachers, and the perspective of seeing problems is different from that of teachers, so teachers can't completely presuppose students' ideas.
For example, in "There is only one earth", teachers and students collected some information related to the earth, aiming at making students understand and care about the earth. However, in the course of class, the students put forward their own materials and raised objections to the teacher: he thought the title of the text was inaccurate, because the relevant materials he checked showed that there might be planets in the vast universe similar to the earth's environment. We should know and love the earth, but we can't give up the exploration of outer space and find a second home for mankind. As soon as the students' questions were raised, they were fully affirmed by teachers and classmates. In fact, this is also a preview assignment assigned by the teacher, but students actively participate in finding resources. This process not only requires students to understand the content of the text, but also trains students' ability to collect, sort out and use materials, and also improves the efficiency of classroom teaching.
Third, flexible use, focusing on generation.
When we have a lot of resources in our hands, how to use these resources becomes a very important problem. First of all, the use of our resources is to emphasize the teaching focus, reduce the difficulty of teaching difficulties, and make it easier for students to understand what the teacher is teaching. Secondly, the resources in the classroom are static, but the students' thinking is dynamic, so teachers need to have the ability to use resources flexibly and master the dynamic balance in the classroom. Third, give full play to students' subjectivity and pay attention to collecting temporary resources generated in the classroom.
For example, when teaching the evolution of Chinese characters, the teacher will store the pictures of Chinese characters in different periods in the electronic interactive whiteboard in advance. Through the display of pictures, let students know that Chinese characters in China are ideographic characters, and the evolution of Chinese characters has gradually evolved from graphic characters to our present square characters. In this process, students' cognitive ability is limited, and their thinking is mainly in images, supplemented by abstract thinking. It is difficult for students to understand this evolution process and why one side of the "river" is "three points of water" only from the way of expression in words or language. However, in this process, teachers can't presuppose the way and order in which students will ask relevant questions. Therefore, using the interactive whiteboard as a media resource, according to the actual situation of students, we can adjust the teaching design at any time to help students clear their minds and turn abstraction into image, thus breaking through the difficulties in teaching.
For another example, when teaching Spring, because students living in cities don't know much about the scenery of spring, the teacher also prepared many pictures related to spring to help students understand and feel. In addition, teachers use interactive whiteboards as media resources to teach students to annotate. Last expansion, the teacher asked the students to imitate "the image of spring, _". On the basis of understanding the previous text, the students gave full play to their imagination and wrote many beautiful sentences with their own characteristics. These resources are generated temporarily in the classroom. In order not to lose such valuable resources, teachers use the saving function of interactive whiteboard to put these good sentences on the whiteboard, and finally save them with software and upload them to our resource database.
In the process of classroom teaching, if we encounter problems that students don't understand and teachers haven't designed before, we can also use the computer in the classroom to query online in time. We can use information technology to solve temporary problems in class in time, not to leave problems after class, to expand the capacity of classes, to broaden students' information sources, and to cultivate students' ability to collect, organize and use resources.
Through the flexible use of teachers, not only can students break through the difficulties more efficiently, but also the classroom capacity is increased and valuable resources are saved.
Fourth, encourage evaluation and promote growth.
The purpose of evaluation is to comprehensively examine students' learning situation, stimulate their learning enthusiasm and promote their all-round development. Modern information technology can help students show their learning process and achievements, reflect individual differences in learning, give full play to the incentive role of evaluation, protect students' self-esteem and self-confidence, and make students gain a successful learning experience in the exhibition.
For example, in The World of Books, the teacher made a classification game with flash technology to test students' learning situation. Among them, 97% students completed the test game correctly, and only 3% students had some problems. The teacher encouraged these 3% students to practice again and again, and finally they finished it smoothly. In this process of repeated training, students did not feel agitated, but were full of interest and quickly mastered it. The same is to consolidate what you have learned, but the effect is completely different. The reason is that teachers choose a different way from the past, which conforms to the psychology of modern students and really makes education entertaining. Especially after the 17th National Congress of the Communist Party of China, the state strongly advocates reducing the burden on students. The so-called "burden" is the repeated homework or exercises that students don't like. If teaching is consolidated in a way that students like, will students still feel that learning is a burden in such an environment?
Therefore, as long as we make good use of classroom teaching resources, we can not only reduce teachers' burden of preparing lessons, but also cultivate students' ability to collect, arrange and use resources, gradually change the past mode of "teaching" and "learning" and truly take students as the main body and teachers as the leading factor. As long as we make good use of classroom teaching resources, we can create a diversified learning environment for students, combine their real life, make them realize independent, cooperative and inquiry learning methods in a pleasant environment, give full play to their initiative and cultivate students' autonomous learning ability. And in such learning, master basic knowledge and basic ability, and better improve classroom efficiency.