Five teaching plans for junior high school information technology

Pay more attention to cultivating students' good study habits and good ideological and moral sentiments in teaching, so as to achieve the purpose of teaching and educating people and train qualified middle school students for the country. I have compiled five junior high school information technology teaching plans, hoping to help you!

Make a front cover and a back cover

First, the teaching objectives

1. Knowledge and skills: Understand the composition and layout of book covers and master the basic methods of making cover design works.

2. Process and method: learn the design elements, composition principles and production methods of book cover design, and express specific information and significance by symbolic means and creative image forms; Able to design and manufacture independently or cooperatively.

3. Emotion, attitude and values: be able to experience the whole process of design and production seriously according to the design procedure, and form a design consciousness that pays attention to creativity; Improve the aesthetic ability of book cover design, and form a patient, meticulous, neat and planned work attitude and habit; Cultivate students' aesthetic vision and operational ability, and let students create beauty and experience beauty in practice.

Second, the focus of teaching

Guide students to use the art knowledge they have learned before, flexibly use design elements such as fonts, colors, graphics and arrangement, and perfectly unify the content to be conveyed with the form of the work.

Third, teaching difficulties

Learn the unique way of thinking, creativity and conception in cover design, and use symbolic means and creative image forms to express specific information and significance.

Fourth, teaching preparation.

1, teacher preparation: multimedia courseware, excellent cover design works, etc.

2, student preparation: students conceive self-designed works, etc.

Verb (abbreviation of verb) teaching method

Demonstration, experimental study and student discussion.

Sixth, the teaching process.

(1) review

1. Review the last lesson.

2. Check and explain the homework assigned in the last class.

(b) Create situations and introduce new lessons.

1, scene design

Teacher: PPT courseware shows pictures (front cover and back cover)

Teacher: What elements do the front cover and back cover usually include?

Health: ...

2. Introduce new courses

Three elements: text, image and color.

Teacher: The cover of the book is designed according to its content and theme. Different types of books have different covers. The quality of a book cover design is directly related to whether the book can be welcomed by readers. In this lesson, let's learn the design of these theme covers together. (text-based, combined with graphics and text)

(C) Task inquiry, autonomous learning

Cover background making

(1) Students watch the examples in the textbook, explore and discuss in groups, and learn to make the cover background independently.

(Students explore in groups, cooperative learning, practical operation, and teachers tour guidance. )

(2) Students show themselves and demonstrate the production of cover background, which is encouraged and evaluated by teachers.

(3) Teachers demonstrate drawing ellipses of optional graphics, and decorate the graphics (filling colors, rotating and flipping, stacking order).

(4) After students observe, they will do simple exercises after class.

(4) Summary of design steps

1, conception

Consider several design schemes, choose the most satisfactory one, or combine the advantages of several schemes.

2. Finalization

Determine the specifications of the cover and position the graphics and text.

3. Production

Set colors or make graphics, and use all kinds of painting skills you have learned (optional graphic decoration, etc.). ).

(5) Summarize the course after class and assign homework.

Seven. Course summary

Today, through everyone's efforts and elaborate production, the students have successfully completed a series of exquisite works, fully demonstrated their talents, played their creative spirit, learned to analyze, evaluate and create works in artistic language, and felt the art of cover design, which was well completed.

Learning plan of information technology "making catalogue" in junior one.

First, the teaching objectives

(1) Knowledge and skills:

1, master the insertion method of artistic words, and master my artistic words: movement, character spacing, deletion, line feed and rotation.

2. Know the function of the text box; Horizontal and vertical text boxes will be inserted; I can make text boxes: move, resize, delete and copy; Flexible text box formats: colors and lines, borders and shadows.

3. Mastering the method of inserting pictures skillfully, so as to decorate and embellish the whole page with pictures.

4. Learn to use bullets and numbers to make directory contents.

(2) Process and method

1. Cultivate students' ability to use knowledge and realize knowledge transfer.

2. Cultivate students' ability to observe and think about problems.

3. Through communication and appreciation, cultivate students' ability of independent learning and mutual evaluation.

Emotions, attitudes and values

By setting the format of artistic words and designing the layout with text boxes, students' aesthetic ability is initially cultivated.

Second, the focus of teaching

1, with artistic words as the title;

2. Use text boxes to design the layout.

Third, teaching difficulties

Set the properties of the text box.

Fourth, teaching methods.

Computer room, multimedia network broadcasting system

Verb (abbreviation of verb) teaching method

Task-driven method, demonstration and explanation method and experimental learning method.

Sixth, the teaching process.

(1) review

1. Review the last lesson.

2. Check and explain the homework assigned in the last class.

(B) the introduction of new courses

1. Test everyone with basic knowledge: What parts does a complete book generally consist of?

2. Exhibition theme: making a catalogue

(C) explain the new lesson

1. A preliminary understanding of the directory: What is a directory? Why is there a catalog? What's the role?

2. Perceptual knowledge catalogue: ① Show various catalogue styles; ② Observe the catalogue of teaching materials and the catalogue examples given in the teaching materials.

(3) By comparing the modified and unmodified catalogs, stimulate students to operate by themselves.

(4) Hand-made catalogue.

1. In order to realize the perfect combination of pictures and words, today we will learn "text box" first.

Method 1: insert-text box-horizontal or vertical.

Method 2: Call the drawing tool (View-Toolbar).

2. "Copy and paste" words

Select -ctrl+c (copy) -ctrl+v (paste).

3. apply? bullets and numbering

4. Insert WordArt

Step 5 insert a picture

6. overall beautification

(5) class summary

1. To sum up the content of this lesson: In this lesson, I learned how to make a composition selection list, mainly learning application. Bullets and numbers? Use and insertion of artistic language, pictures, etc. , beautify the text.

2. Assign homework after class.

Seven, after-school reflection

This class learned how to make a catalogue. In previous classes, the students have been proficient in using WORD. Therefore, this course is not difficult to learn, and students can basically complete the task.

Learning plan of information technology "effective access to information" in junior one.

First, the teaching objectives

1. Knowledge and skills: Understand the general process of information acquisition; Master the methods of processing and storing the obtained information; Form good habits.

2. Process and method: Students discuss in groups, tell personal experiences, and * * * share the process, experience and experience of obtaining experience information, and the teacher makes a certain summary on the basis of students' discussion.

3. Emotion, attitude and values: Combining practical experience, guiding students to deeply understand the relevant content of obtaining information, and educating students about information is an indispensable part of daily life.

Second, the content analysis

The content of this lesson is the basic theoretical knowledge of the whole book, which lays the foundation for better study of this book in the future. This section focuses on how to make students master all aspects of information acquisition flexibly and skillfully use it in daily life and study.

Third, student analysis.

The teaching target is the first-year students, most of whom have already studied the information technology courses in primary schools. Many students also have computers at home, so they can still operate the basic functions of computers. And introduced the related knowledge of information, which laid a certain foundation for the study of this chapter. In addition, students are very interested in this chapter and have a solid grasp of the basic knowledge, so teachers should make students accept it in the teaching process.

Fourth, teaching methods.

Teaching methods and discussion methods

Five, the teaching focus and difficulty:

Analysis of information acquisition process and determination of information acquisition scheme.

Sixth, the teaching process.

1 Review: Review what you learned last class.

2. Introduce new courses

(a), from the introduction of short stories in the book, how to effectively obtain information.

(2) List a simple example in life and analyze the general process of information acquisition.

(3) Let students read the examples in the book and summarize the process of information acquisition in this example.

(4) Evaluate the process of obtaining information.

(5) Analyze every link of information acquisition.

① Requirements for positioning information: time range, geographical range and content range of information.

That is, when and where to get what kind of information.

② Select information sources: literature information sources, oral information sources, electronic information sources and physical information sources.

Compare the types, examples, advantages and disadvantages of various information sources respectively.

③ Determine the information acquisition method: Different information sources have different acquisition methods.

④ Evaluation information:

Evaluation basis: quantity and quality of information, applicability, carrier form, credibility, timeliness, etc.

(Note: If the information is not successfully obtained, the adjustment process will re-obtain the information. )

(vi) Practice

Analyze a complicated example in the book, and master all the links of obtaining information more skillfully.

(7), comprehensive practice

Exercise 1: Take the exercises after class as an example to describe the whole process of information acquisition.

Exercise 2: Combine an event in one's own life and tell the specific process of obtaining information. Students discuss, evaluate and improve.

(8) Summary

Summarize the content of this lesson and assign homework after class.

Seven, teaching reflection

Through the study of this course, students should master the general process of obtaining information, which plays a very important role in the study of information technology courses in the future. Therefore, students can really participate in the course in the teaching process, master the process of obtaining information with real life cases, and can better complete the learning task.

On the Learning Plan of "Walking into Visual Programming"

Teaching material analysis:

The textbook is selected from the seventh information technology activity "Into Visual Programming" VB of xx Education Press. This section starts with examples in real life and compares them with examples in the program world, so that students can understand the basic concepts and methods of visual programming through examples and computer practice.

Many concepts contained in visual programming are the rudiments of the basic ideas and methods of object-oriented programming. In the following chapters, learning to program with object-oriented ideas and methods must start with understanding and mastering the basic concepts of visual programming. The learning method starts with the visual programming environment and visual programming components provided by VB, because the methods and steps of visual programming are simple and easy to use.

Analysis of learning situation:

With the growth of age, middle school students have some life experience, can analyze and explain various life phenomena, have contact with many application software, have some skills in using application software, and have some feelings about many phenomena in the program world. The method of visual programming involves less, so this section will start learning on the basis of "VB" visual programming, and some concepts will be clarified in time during the learning process.

Teaching preparation:

1. Choose tasks close to students' study and life, create an environment suitable for students' study-arrange the task of making "electronic clock" application.

2. Hardware and software meet students' learning needs, and learning resources are mainly textbooks.

3. Strategy preparation: Based on the basic steps of VB programming, a gradual gradient is formed by solving the problems in each stage, so that students can experience the joy of success in the process of "learning by doing" and "learning by doing", and fully tap the potential of students by providing them with expanded content appropriately, so that students with spare capacity can have more space.

Teaching objectives:

(A) knowledge objectives

1, learn about the use of Visual Basic development environment.

2. Understand the general process of visual programming.

3. Understand that objects, attributes and events are the concepts of object-oriented programming.

(B) emotional attitudes and values goals

1. Experience the basic process of visual programming and the happiness of success.

2. Under the guidance of teachers, explore problems with classmates and experience the fun of autonomous learning and cooperative learning.

(3) Ability objectives

Cultivating and improving students' ability to solve problems with VB programming.

Teaching emphases and difficulties:

(A) the focus of teaching

1 and visual programming method of VB.

2. Several basic concepts of 2.VB visual programming.

3. Understand the event and the program code written.

(B) Teaching difficulties

Understand events and written program code.

Teaching methods and learning methods:

teaching method

Task-driven and problem-solving teaching method.

(2) study law

Autonomous learning and cooperative inquiry learning under the guidance of teachers.

Teaching process:

In this lesson, I will conduct it from five parts: situation introduction, new lesson learning, expansion and improvement, exchange and evaluation, and class summary.

Situation introduction

We often see the program "Electronic Clock". Today, we will learn how to make an "electronic clock" program application with VB.

Student activities: quickly enter the classroom learning state, listen carefully and think.

Design intention: concentrate students' attention and improve their interest in learning.

Please check:

1. The basic process of solving problems through computer programming.

2. What does the "electronic clock" program need to judge? What kind of software is involved in programming?

Student activities: thinking and answering.

Design intention: consolidate knowledge and connect old and new knowledge.

New lesson learning

Arrange the task of making "electronic clock" program, and guide students to master the basic process of solving practical problems with VB visual programming method.

You can study independently. Refer to pages 75-84 of the textbook to complete this task.

(1) Create a project

(2) Create a graphical user interface

(3) Setting object properties

(4) programming

(5) Debugging and running of the program

(6) Save and compile the program.

Student activities: attending classes, thinking, exploring and cooperating.

Design intention: Through the task-driven form, students can master the process of visual programming while completing tasks, and also pave the way for students to consciously use visual programming tools to solve practical problems in the future.

Expansion and improvement

(1) Students with learning difficulties can continue to complete the above basic tasks and seek peer guidance.

(2) Students with strong learning ability modify and improve the program interface of "electronic clock", learn independently and add corresponding controls. Encourage these students and guide students with poor learning ability to complete their tasks and make progress.

(3) Thinking: What knowledge do you need to learn to make a real "electronic clock" program?

Student activities: cooperation, autonomous learning, inquiry and practice.

Design intention: pay attention to all students and reflect the idea of hierarchical teaching.

Communication evaluation

Organize students to show and exchange some works.

Student activities: exhibition, expression, communication and evaluation.

Design intent: Stimulate, diagnose and promote learning.

Summarize homework in class

What basic concepts of visual programming are involved in (1)?

(2) What is the general format of the event process?

(3) How to set and read the property value of an object? How to call the method of an object?

(4) Briefly describe the basic steps of VB visual programming.

Student activities: think, review and answer.

Design intention: raise awareness.

Read this textbook comprehensively and preview the next section.

Student activities: autonomous learning.

Design intention: consolidation and preparation.

Blackboard design:

Go into visual programming

First, understand the visual interface.

VB interface, events, objects, attributes.

Second, the programming experience

Computer animation learning program

I. teaching material analysis

This course belongs to the learning field of "modeling and expression" in the new curriculum standard, and it is a course integrating modeling, expression and design. This lesson is an extension of students' understanding of computer knowledge and the basic knowledge of computer art in the previous section.

Exhibition. This lesson attracts students' interest in learning through modeling and rich animation. The goal of this lesson is to hope that students can learn to use appropriate computer animation skills, use computer animation software to complete various unique image functions, and use computer software for animation settings, and combine the advantages of computer animation software to create vivid and interesting creative works of art.

Second, teaching ideas

The variability and design skills of computer art are the source of students' interest in learning. But this course can make plane static painting into interesting computer animation works, which is a temptation for students to learn. Therefore, this class can adopt the teaching strategies of "animation", "computer painting" and "innovative expression of my story".

Third, teaching suggestions

(A) to stimulate interest in introducing new courses

Through computer painting, the computer art knowledge of last class is introduced into the new class. (Or show computer cartoons to stimulate students' interest in introducing new lessons) Display topic: computer animation.

(2) Explore the use of computer painting software toolbox tools.

1. Review the computer art knowledge learned in the last class.

2. Let the students look at the pictures of birds first, and then analyze the painting characteristics of birds with software tools.

3. Students try to draw birds and backgrounds with software tools.

4. Compare the birds drawn by teachers with tools, and consolidate the students' flexibility in using tools.

5. Discuss the animation scheme. Try two animation schemes one by one and compare the effects.

6. Expand students' thinking ability, and use two different animation methods to complete the unique animation of other body parts or background scenes of birds, making the picture more vivid.

(3) Students' creation and teachers' guidance

(4) Creation and exhibition

Focus on displaying animation works and put forward creative advantages and improvements for students.

Teachers can improve several works on the spot to improve students' interest.

The practical application of art

Appreciate computer animation works and add excitement to our lives! (View pictures or videos)

Four. Evaluation suggestion

1. Can you create bold and unique works by computer according to your own cognition?

2. Whether you can flexibly use computer software to draw basic skills.

3. Can you feel the happiness brought by computer animation?