A preliminary study on differentiated teaching of information technology in primary schools_information technology in primary schools

Quality education recognizes students’ personality differences and personality quality differences, respects differences, and uses this as the basis for implementing teaching. How to meet the needs of students at different levels in primary school information technology teaching? How to let students with good foundations eat well and students with relatively weak foundations eat well? How can students at all levels be taken into consideration? This is an important issue faced by our front-line information technology teachers. We must persist in facing all students and implement teaching in accordance with their aptitude.

1. Reasons for student differences

It is normal for students to have differences, but compared to other subjects, the differences in information technology subjects seem to be larger and more obvious. . The main reasons are:

1. The influence of family environment. Some students have computers at home, and they have been exposed to computers relatively early. Under the influence of their families, they have a certain understanding of some basic computer operations, and their performance in class is significantly better than other students.

2. The disparity in operating skills. Compared with other subjects, the information technology subject places more emphasis on students' hands-on practice and drawing inferences from one example. Students who usually engage in more hands-on activities will have a certain advantage in the information technology classroom, while students who are less active and have poor operating skills will be at a disadvantage.

3. Differences in self-control abilities. Computer networks carry all-encompassing information and are extremely rich in content. Exciting and alluring games, novel and highly interactive online chats, all stimulate students' nature and challenge their self-control. Primary school students are at a fun-loving age and it is difficult to resist this temptation.

4. Differences in personality and interests. Students who are usually lively, active, and bold are particularly active in information technology classes. Most of them are highly savvy, have the courage to operate computers, dare to try, and have a strong thirst for knowledge. And those students who are introverted, timid, and have low self-esteem are often timid and cautious when facing computers. They are afraid of damaging the computer and dare not operate it. Differences in personality directly lead to differences in students' operational skills. Although students are generally interested in computers, the content they are interested in varies. Most people are interested in computers because they like to play games, and most of them are boys; others like to chat online, some like to read entertainment news, some like computer painting, and some like typing... Interests The differences in content lead to different learning motivations and methods. If you encounter something you are interested in, you will listen carefully and study actively. However, if you encounter something you are not interested in, you will be very casual and play games while the teacher is teaching.

In view of this, it is inevitable for information technology subjects to adopt differentiated teaching methods. This is also an important means to improve the current status of information technology teaching and comprehensively improve students' information literacy.

2. Implementation of differentiated teaching

1. Find students’ differences in various ways

In information technology teaching, in order to effectively implement "differentiated teaching" "Teachers must complete tests and surveys on student differences before class, analyze the reasons for the differences, and have a clear understanding of students in order to better implement "differentiated teaching." There are various methods of investigation. I usually use interviews and questionnaires to find out what differences exist among students? Which part of knowledge are they more interested in, and which part of knowledge are they not interested in? How much do you know about computers? etc.

2. The formulation of teaching goals should reflect differences

Teaching goals are divided into collective goals and individual goals. The collective goal is the basic goal that every student must achieve, and the individual goal is It is set according to personal abilities, interests, and foundation. It is the best goal that every student can achieve through his or her own efforts. For example, when teaching the lesson "Beautifying Articles", the collective goal can be set as "focusing on the theme, and be able to use word art and self-selected graphics to appropriately beautify the article". The high-level goal for students with good basic skills is "to be able to Flexibly use the knowledge we have learned, choose methods independently, and personalize and beautify the article."

3. Teaching content should reflect differences

In information technology teaching, in addition to formulating differentiated teaching goals, appropriate differentiated adjustments should also be made to the teaching content: First, we must adapt to the requirements of different students, second, we must consider the appropriateness of the gap, and third, we must ensure that it can be carried out in the same classroom. For example, when teaching the lesson "Building a Personal Blog", I made such adjustments to the teaching content: ordinary students can complete the task as long as they can independently register and log in to their own blog. For students with good basic skills, the teaching content will be deepened and required. Publish an article on your own blog to introduce the process of establishing your own blog so that you can use the blog platform to share it with other students.

4. The design of assignments should reflect differences

According to the differences of students and in line with the principle of providing students with independent inquiry space, design assignments that are highly open and exploratory. Students conduct inquiries. For example, teachers can design compulsory questions and optional questions when setting questions: compulsory questions are required for all students to complete in order to meet the learning requirements of the "Information Technology Curriculum Guidelines for Primary and Secondary Schools"; optional questions can include some related questions. Students are asked to solve problems that are closely related to life and have strong comprehensiveness, so as to cultivate students' problem-solving abilities, rigorous and realistic scientific attitude, and their ability to think independently and have the courage to explore. For example, in the exercise of "Making Multimedia Presentations", teachers can design imitation exercises and self-designed exercises. Students with poor foundation will reach the standard by completing the imitation exercises, while students with good foundation can develop at a deeper level.

5. Comprehensive application of various teaching organization forms

(1) Group cooperative learning. Divide the students in the class into several groups according to certain standards, and complete a learning process with an established goal through the joint efforts of the group members. Group learning can cultivate students' ability to communicate, communicate, and cooperate with others. In the process of jointly researching solutions and collecting and organizing information, students can use their respective strengths and learn the strengths of others, forming a team with strong students and weak students. The strengthening pattern enables each student to improve on his or her original basis to achieve the purpose of cultivating students' abilities and interests. For example, when I was teaching the lesson "Choose Graphics", I first created a situation for graphic design of the teacher's house, and divided the whole class into several design groups. Some were responsible for layout design, and some were responsible for text description. Each student could Play an active role in the group, cooperate to complete tasks, and your interest is greatly increased.

(2) Individual counseling. Individual tutoring is not only for students with poor foundations, but also for students with good foundations, in order to achieve higher goals. For students with poor foundation, teachers should help them find the reasons, find suitable learning methods, gradually improve their self-learning ability, and achieve learning goals. Teachers should pay attention to extracurricular expansion and practice guidance for students who are unable to learn. The content of tutoring should not only focus on the content, but also provide guidance on teaching ideas, strategies and methods.

6. Conduct differentiated evaluation and timely feedback

When implementing differentiated teaching in information technology teaching, teachers’ evaluations must also reflect differences. Teachers conduct motivating differential evaluations based on the potential of each student. For students with good foundation and quick acceptance, they must be strictly evaluated. In addition to completing the homework assigned by the teacher, they are also required to use different methods to creatively solve problems. Question: For students with poor foundation and slow progress, it is necessary to find out their shining points and use motivational words to evaluate them to help them regain their self-confidence, increase their interest in learning, and experience the joy of success.

In short, differences in information technology classroom teaching exist objectively. As information technology teachers, what we need to do is how to grasp this difference, find a teaching balance point among the differences, and shorten the time between students. gap, so that each student has the opportunity to choose the learning and development that suits him, and gradually develop the information literacy he deserves.