Excellent model essay on information technology lecture notes for the third grade of primary school

Excellent model essay on information technology lecture notes for the third grade of primary school

Information teachers should cultivate students' hands-on operation ability and autonomous learning ability, so that students can make bold attempts, observe phenomena and discover laws; Cultivate students' positive thoughts. The following is the draft of the information technology lecture for the third grade of primary school, which I compiled, hoping to provide you with reference and reference.

Model essay on information technology lecture in the third grade of primary school: information input and output

Teaching objectives:

1, knowledge and skills: let students know that information is everywhere; Let students have a preliminary understanding of the transmission of information in the computer; Let students know the common input and output of computers.

Equipment;

2, process and method: in the teaching process, teachers mainly play a guiding role, using explanation,

Task-driven method, situational teaching method and incentive method. Students' cooperation and communication will be completed.

3. Emotion, attitude and values: stimulate students' interest in information transmission. Students actively explore and think, and cultivate correct information values and enthusiasm and thirst for new knowledge.

Emphasis and difficulty in teaching: input and output of information; Understand computer input and output devices.

Teaching preparation: 1, computer, network. 2. Students' art works. 3. Scanners, digital cameras, VCDs, etc.

Teaching process:

First, the introduction of new courses.

1. The teacher shows the students all kinds of information: (The teacher's expression makes the students feel good.

Like a mystery)

(1) Students' art works, students' homework, etc. (2) Let students watch VCD.

2. After showing the information materials, the teacher asked the students: What do you see? What did you hear? What else do you want to know? This leads to: information is very close to us, information is always there and there is no information.

It's everywhere.

The teacher asked the students: What can we do with the computer? The students' answers are: playing games, watching movies, listening to music, drawing, writing articles, sending and receiving emails and so on. (Let students give full play here and stimulate interest)

Second, the new curriculum teaching

1, information transmission in computer

(1) Let the students observe four pictures of panda Mimi doing things with a computer in the book. Students at the same table discuss and answer the following questions:

What equipment does panda Mimi draw with a computer? Through what equipment do you see the picture you are drawing? What equipment is used to write on the computer? What equipment is used to transmit sound? Can computer-drawn pictures and compositions be printed on paper? How to achieve it? Encourage students and teachers who answer. Teachers pay attention to their guiding role)

Ask the students to discuss and answer: Which computers received the information we gave them?

⑶ Ask the students to discuss and answer: What is the information that the computer outputs to us?

(4) Summarize from the students' answers: When we use the computer, we are always inputting information to the computer, and the computer is always outputting information to us.

Besides computers, the network can also receive and send information. You can also use a scanner to input photos or pictures into the computer as they are, or you can input scenes taken by digital cameras and digital camcorders into the computer. (Show the digital camera to the students here)

2. Input devices and output devices

The input and output of (1) information need corresponding equipment and are introduced into the input and output equipment.

⑵ Teachers show slides: Students discuss contact in the book, practice communication and analyze the reasons.

(3) Finally, let the students connect on the teacher's computer. Students at the same table correct each other.

Thirdly, students should think and practice after making teaching materials. (Consolidate and improve ability through practice)

4. Class summary: We have studied the information transmission in computers and learned about the commonly used input and output devices of computers. When we get home, we can tell our parents exactly which input devices and which output devices are in the computer. Children can distinguish correctly. You are so clever. I hope that children will make persistent efforts and learn the content well in the future.

Model essay on information technology in the third grade of primary school: learning new painting skills

Teaching objectives:

Cognitive goal: to further understand the names and functions of various tools in the drawing software toolbox.

Skill goal: master the operation methods of several commonly used tools of drawing software, and cultivate students' hands-on operation ability and independent learning ability.

Emotional goal: let students try boldly, observe the phenomenon and find the law. Cultivate students' positive thoughts.

Teaching emphases and difficulties:

Understanding and using several common tools in the toolbox is the focus of this course, while the menu operation of "Undo and Clear Images" is the difficulty of this course.

Preparation of Teaching Tools: A Proud Simple Courseware for Computer Review on Big Screen or Multimedia Teaching Platform

Teaching procedures:

First, check the drawing software.

1, we used to be friends with drawing software, do you remember? Who can come out?

Ask a classmate to demonstrate how to start the drawing software.

The teacher affirmed its operation and asked the whole class to start the drawing software together.

2. The teacher shows a simple courseware (that is, several parts of the drawing software window flash with red borders, so that students can name them).

Do you still know them?

3. Go back to the drawing software window and know the names of the tools in the toolbox.

Does anyone know the names of the tools in the toolbox? How did you know?

Do you remember how to set the drawing color?

Please demonstrate the setting of red, blue and yellow pencils.

Second, self-study the text, try to operate, students demonstrate and explain, and teachers give appropriate guidance.

1. Try the rectangular tool in the self-study text.

(1) Open the textbook, turn to page 6, and silently read "1, try the rectangle tool" (the teacher suggested that rectangle is the floorboard of rectangle and square). Let the students try to operate in comparison. Neighboring students can discuss and communicate.

(patrol observation, individual guidance)

Who will demonstrate how to operate it? (Appropriate dialing)

2, according to the above method, learn the "ellipse, brush, spray gun, straight line" tool (omitted).

Third, learn to draw several figures in Figure 2-3 on page 7 of the textbook, and teach "Eraser, Undo and Clear Images" according to the problems set by students or teachers.

1, students carefully observe Figure 2-3.

Ask the students to demonstrate several figures in Drawing 2-3 (white clouds, sun, trees, cars and "learning to draw") on the teacher's computer. Let the students talk about what tools to use before operation.

2. Problems that students have in the process of drawing (such as drawing too much or using the wrong tools to draw incorrectly). Teachers can also deliberately set such questions for students to explore, so as to master the use of "eraser, undo, clear image". Teachers should pay attention to the order and steps of "revocation".

The whole process is completed by the students themselves, and the teacher only guides and guides.

Fourth, students practice.

Do 1 or 2 on page 9 of the textbook or let students play freely and draw whatever they want.

Five minutes before class, students are allowed to visit freely, and the well-drawn works are recommended to be displayed on the big screen or multimedia teaching platform.

Model essay on information technology in the third grade of primary school: computer stick figure

Teaching objectives:

Knowledge and skills: Skillfully use pencils, brushes, straight lines, ellipses and other tools to draw simple strokes.

Process and Methods: Students independently explore cooperative learning.

Emotion and attitude: 1. Encourage students to actively learn unknown knowledge. 2. Use a brush to describe your inner feelings, express your aesthetics, strengthen interpersonal communication, and enhance emotions in communication. 3. Stimulate students' emotion of learning to use computers.

Teaching emphasis: correctly use drawing tools to draw stick figures.

Teaching difficulties: using drawing tools to draw stick figures in proportion.

Preparation of teaching AIDS: Make a network courseware, and make the process of drawing with tools such as pencil, brush, line and ellipse into an animated demonstration, which can be used by both teachers and students.

Teaching activity design:

First, create scenarios to introduce new lessons.

1. Students, we have learned the basic drawing tools of "Drawing" software through the previous courses. In this lesson, we will learn how to use these tools to draw computer stick figures.

2. Create situations and lead students to participate in the "Computer Sketch and Painting Competition".

Teachers operate music courseware to demonstrate how to draw stick figures such as flowers and birds, figures, people's movements and objects with pencils, brushes, straight lines and ellipses.

Second, self-study and explore new knowledge

1, the teacher demonstrated the steps of drawing a teapot with an ellipse at will, and introduced the basic usage and steps of the courseware.

2. Let the students learn the textbook P10-P13 by themselves, choose the stick figure they are interested in and use the courseware to learn.

3. Let students operate the courseware independently, while browsing the materials related to the stick figure drawn by themselves, while learning the use of tools and drawing ideas.

4. Divide the students into groups of 2~4 to communicate.

Third, try the teacher's random counseling.

1. Students can draw stick figures freely according to their own interests.

2. The deskmates discuss their creative experiences with each other, evaluate each other and put forward suggestions for improvement.

3. Students constantly create and modify their own works according to communication.

Fourthly, the experience of mutual evaluation between teachers and students is successful.

1, let the students discuss in groups of 2~4, select the works in the group, and cooperate to improve.

2. Excellent works in the class will be awarded by voting in the whole class.

3. Excellent works selected by teachers and students.

Verb (abbreviation of verb) expands and deepens the theme.

1, summary:

Through the previous study, you have mastered the use of pencils, brushes, lines, ellipses and other tools in painting, and have drawn beautiful stick figures with these tools.

2. Use the learning method of this lesson to conceive and make a stick figure that you are satisfied with. (Exercise the second question after class)

The teacher plays cheerful music on the teacher's computer.