Instructional design for information technology courses (2)

4. Use of lesson plans: Generally, when asking questions and writing examples in class, you should read the lesson plans to prevent wrong questions and waste teaching time; after finishing a paragraph, you should read the lesson plans to avoid missing a link and For important content, if you assign homework, you should refer to the lesson plan.

When implementing classroom teaching, lesson plans can be appropriately adjusted and changed. If the teaching design is too high or too low due to inaccurate grasp of students' levels; in the event of emergencies, lesson plans can be appropriately changed, but it is not easy. The change is too large.

3. Lecture design

The form of lecturing has been extended to all provinces, cities and autonomous regions across the country. This teaching form is very important for improving teachers’ professional quality and educational theory level and creating research-oriented teachers. , scholar-type teachers have a great promotion effect.

The form of teaching lectures has been used as an indicator of lesson evaluation in many teaching activities. In some areas, various effective forms of improving teaching quality such as "narrating films" and "narrating courseware" have been extended. , so what is teaching, how to teach, what aspects should be paid attention to in computer science when teaching, let's discuss these with everyone.

(1) Basic theory of lecturing

1. What is lecturing?

Lecture lecturing means that on the basis of preparing lessons, the teaching teacher systematically presents the lectures to the judges or peers. It can help teachers understand the rules of lesson preparation and improve their ability to prepare lessons. Teachers' lecturing is required to use concise and accurate language to describe the thinking process in preparing lessons, mainly using written language, and it is mainly about reasoning, that is, it is required to use educational and teaching theories to guide practice. The object of lecturing is the teacher, so the design of each specific content On the other hand, you should not only tell what to do and how to do it, but also why you do it. It is necessary to give a comprehensive and systematic account of a specific topic, with a certain degree of operability and a certain degree of theory.

2. The composition of lectures

Lectures require teachers to verbally express the teaching ideas and theoretical basis of specific topics, that is, to describe their own teaching design, and then have the listeners comment on it. In teaching research and teacher training activities, lectures include four aspects: lecture materials, lecture methods, lecture methods, and lecture teaching process design. When there is computer operation, appropriate computer operation should be done.

3. Characteristics of lectures

(1) Profoundness: When giving lectures, specific topics should be written into lecture scripts and displayed through language media to analyze the topics more deeply.

(2) Research nature: Lectures are open to peers and evaluated by peers. Therefore, we can learn from each other’s strengths and weaknesses through “evaluation” and benefit from each other. It is a good collective teaching and research activity, and it pays more attention to collective teaching and research. The best way to improve the quality of lesson preparation and the professional level of teachers.

(3) Drillability: Teaching a lesson is when the teacher prepares the lesson, first reviews it by peers, and then provides feedback, processing, and innovation until satisfaction is given to the students. It is an important link between lesson preparation and class. , in fact, it is a teaching activity with different objects, an extension and development of lesson preparation, and an inspection and supplement to lesson preparation.

(4) Theoretical: Lectures not only require teachers to tell "how to do it", but also to tell "why to do it" inquiry-based research. This requires teachers not only to delve deeply into the syllabus and teaching materials, but also to study educational theories and subject teaching spirit and requirements, and to skillfully use these theories to research and explore the connotation and form of lectures.

4. The significance of lecturing

(1) Macroscopically improve the professional theoretical level of teachers. Teaching is a teaching and research activity. In the process of teaching, scientific basis must be stated. If you want to teach well, you must consciously study pedagogy and psychology and research educational theories. Therefore, this form and mechanism can be used to enable teachers to delve deeply into teaching materials, teaching methods, learning methods and teaching procedures, and improve teachers' teaching abilities.

(2) It can effectively improve the level of teachers and promote the three reflections of curriculum and teaching, reflecting the key points, difficulties and characteristics of the teaching materials, the ideas of the teaching materials, the teaching ideas and the students' learning ideas and It embodies the three principles of teachers as the leader, students as the main body, and training as the main line.

(3) It is the most effective form of lesson preparation and teaching and research. It can learn from each other's strengths, communicate with each other, and improve together.

(4) Lectures help teachers understand the teaching materials. When preparing lessons, teachers have comprehensively analyzed and scientifically processed the teaching materials. It is easy to overlook why the content of the teaching materials is arranged in this way and why it is like this during teaching. Processing can only be discovered through lectures.

Lectures can train teachers’ ability to implement the syllabus and control teaching materials. When analyzing the teaching content, it is necessary to explain the basis for formulating the teaching purpose, the analysis of key points and difficulties, and the understanding between knowledge points. , can deepen teachers’ understanding of the syllabus, and demonstrate their ability to control the teaching materials within an effective time. At the same time, it will improve teachers' ability to use teaching methods and design teaching methods, what content to teach, what content to practice, how to read this content, how to break through difficulties, what means to use to train key points, how to guide, inspire, and how to cultivate The quality of thinking is accomplished through lectures.

(2) How to lecture

Lectures generally require teachers to express their analysis and processing of teaching materials. It should include the following aspects:

Talk about teaching materials: explain the topic, the status and role of the teaching content of this lesson in the unit and the entire teaching, the connection with previous knowledge and the impact of new knowledge; teaching objectives Cognition, operational skills, emotions and the key points and difficulties of teaching and their theoretical design basis.

Preaching method: In order to implement and complete the teaching objectives of the textbook, based on the teaching content and key points, the teaching methods and training methods actually used by students and their basis.

Talk about learning methods: how to let students learn and what kind of learning methods to teach.

Let’s talk about the selection of teaching location (classroom/computer room) and the selection of teaching tools. In addition, the teaching objects and course characteristics of theoretical classes, practical classes, and comprehensive exercise classes should be explained.

Talking about the teaching process:

Talking about the teaching process. The general requirement is that the knowledge is correct. , the lines are clear and the corresponding operations are accurate. First, explain the teaching route, explain the teaching process, teacher activities, and student activities for each link, while emphasizing the design intention. The occasions where software is used, such as software demonstration and work creation, must be accompanied by corresponding software operations. It is necessary to fully consider the design of the transitional language, summary and introductory links of each link. The design of the introductory link should be natural and clever, based on mobilizing students' enthusiasm for learning. Key points must be explained thoroughly, difficult points must be broken through, and testing links must be designed.

Above we talked about the teaching characteristics and requirements of the information technology subject from three aspects: information technology teaching design, lesson plan design, and lecture design. These are the key and basic for teachers to teach good information technology courses. They are teachers’ Basic teaching skills that must be mastered.

4. Issues that teachers should pay attention to in teaching

Information technology subject teaching puts forward higher requirements for teachers. In addition to mastering the above-mentioned basic teaching skills, teachers should pay attention to current information technology Several outstanding issues in the discipline.

1. The new textbooks are mainly written in a task-driven teaching method. Task-driven is a teaching method that conforms to the hierarchical and practical characteristics of information technology education. It provides us with a step from the shallower to the deeper. The teaching ideas of gradually deepening and improving gradually, and from the perspective of constructivist teaching theory, are in line with the development of inquiry-based teaching, and are suitable for cultivating students' active learning ability and independent analysis and problem-solving abilities.

Regarding task-driven teaching, teachers should have "topics - lines - procedures - results". The so-called "topics" means that classroom teaching should propose themes, such as curriculum integration, beautiful hometown, environmental protection, hobbies and equality; the so-called Wired refers to the teaching line, which requires teachers to pay attention to the excavation and extension of teaching materials, grasp knowledge points and skill points, focus on creating scenarios, cultivate students' awareness of innovation, application and participation in scenarios, and improve students' thinking and analysis of problems. problem and problem-solving skills. Youcheng refers to focusing on students' ability to analyze, think, and solve problems by hand. Fruitful means that students can not only actively complete teaching tasks and achieve expected teaching goals, but also give students a sense of accomplishment in the learning process, thereby improving students' ability to analyze, think, and apply innovation to solve practical problems in learning and life. improve.

2. The new textbooks take practical ability and information literacy as the training goals. Teachers should explore the connotation of the teaching materials, extend the teaching materials, focus on the integration with other subject knowledge, and select appropriate teaching methods based on the students’ physiological characteristics. Methods, create teaching situations, and implement teaching. In teaching, the leading role of teachers and the main role of students must be fully reflected. The leading role of teachers is reflected in teachers' active use of the rules of the teaching process, effectively mobilizing students' subjective initiative in learning, and making students the masters of learning.

3. Teachers should carefully carry out teaching design. The success or failure of instructional design is related to the success or failure of classroom teaching, and instructional design is crucial. The following points must be paid attention to when carrying out teaching design:

The teaching objectives should be determined based on the actual conditions of the students and the teaching environment. They should be clear and appropriate, and the teaching links should be carried out closely around the teaching objectives.

The establishment of teaching difficulties and key points should be based on the course type and the actual situation of students. The requirements are appropriate and accurate. The process of highlighting key points and breaking through difficulties must be fully reflected in the teaching process. To highlight the key points, we need to explain them thoroughly - practice them thoroughly so that students can truly understand and master them; to break through the difficulties, we must pay attention to what methods, means and measures are used to break through. If a certain class is taught to new students according to the textbook requirements, and if students have basically mastered the knowledge of this class in primary school, then we can focus on the comprehensive application of knowledge and ability development.

The teaching structure should be carried out based on the consideration of teaching content and teaching methods. The design of the teaching structure should be clear-cut, well-organized, and well-organized from the two perspectives of teaching objectives and teaching effects. In the teaching process, teachers can "upgrade and downplay" some knowledge based on the teaching content, and should avoid "explaining it in a straightforward manner". In the design, attention should be paid to knowledge penetration, ability cultivation, innovation, and the cultivation of application awareness. Do not underestimate the introduction, transitional language, summary, blackboard design, and exercises that are often regarded as "small links". Avoid "arbitrariness" and be careful. Consider the treat.

Teachers should design based on subject characteristics and course characteristics, and make full use of their own advantages (software resources, multimedia synchronous teaching systems, etc.). In terms of subjects, they should focus on highlighting the cultivation of information literacy and practical ability. Characteristics: Course types should be designed for different course types. For example, exercise classes should reflect purpose, step-by-step, diversity and practicality in the design of exercises.

Teachers should grasp the psychological characteristics and laws of students, design the questions and requirements raised during the teaching process, select corresponding teaching methods, understand the students' original knowledge status, and proceed from this, taking into account new The characteristics of knowledge help students absorb and digest new knowledge. Students should be actively involved in classroom teaching. A successful teaching session not only enables students to acquire knowledge and develop intelligence, but more importantly, promotes the development of students' non-intellectual factors. Teaching Design for Information Technology Courses Part 2

1. Analysis of Teaching Content

The teaching material used in this lesson is the standard experimental textbook "Basics of Information Technology" for ordinary high school courses. The content taught is: Chapter 2, Section 2: "The use of search engines" in finding information on the Internet. This content has a very important position in the whole book. Obtaining accurate and effective information is the basis for processing and processing information. For students, getting involved in the Internet is another important way for him to learn knowledge.

2. Student Analysis

Through usual investigation and analysis, the overall level of our students is relatively low. There are only a few students in the class of 70 who are proficient in browsing, searching, and downloading information online. There are also a small number who often play games. Most students can only do simple typing, word processing, and drawing. In view of this, teachers must actively guide students during class, from simple to complex, and gradually deepen.

3. Teaching objectives

1. To enable students to understand the meaning and classification of search engines.

2. Enable students to learn to use search engines to find information that meets their needs.

3. Enable students to mobilize their own initiative, exert collective spirit and make progress together.

4. Teaching is important and difficult

Key points: Be able to use full-text and directory search engines to find information.

Difficulty: keyword selection and search skills.

5. Selection of teaching strategies

Since the objective conditions here are restricted by economic factors, the overall level of students is relatively low, and the actual level of freshmen in the first year of high school is only typing. , on a solitaire level. Therefore, when designing teaching, the content should be as minimal as possible, and simple tasks should be used as introductions so that students can actually learn to find the information they need through the Internet. Furthermore, because there are few opportunities to access the Internet, and the information on the Internet is rich, colorful, complex and changeable, it is difficult for students to be proficient in applying it in one or two classes. The basic teaching methods should be taught first and in depth. When arranging tasks, there must be a hierarchy to prevent some students from not being able to find them, while others divert their attention to entertainment, news or games.

6. Teaching Process

(1) Introduction of New Lessons

T: Hello students, we all have this explosive news about the launch of "Shenzhou 6" You must have heard about it, or seen relevant pictures, texts, and video information. Now let me ask my classmates to tell me through which media I learned about this information?

S: Yes. The classmate said that there are TV, newspapers, radio, etc. Some students also said that through mobile phone text messages and the Internet.

T: Question: Any students who have learned this information through the Internet, please raise your hands.

S: There are 70 people in a class, and only 2 or 3 students raise their hands.

T: So in this lesson we will look at how to view relevant information through the Internet. First of all, everyone must know that finding information on the Internet also has its own tool, which is a search engine.

(Design idea)

Considering that students have relatively few opportunities to access the Internet, they may look for information and barely pass the technical level. However, the knowledge point of search engines is not necessarily understood. It is necessary for students to master the classification of search engines and common websites.

Screen broadcast:

Full-text search engines Baidu, Google

Directory index search engines Sina, Sohu, Yahoo

Meta-search engine InfoSpace, Dogpile, Vivisimo, Souwang

Our focus in this lesson is full-text search engines, taking Baidu as an example.

(2) Use of full-text search engine

Start IE and enter, Baidu is a search engine we want to learn. Let’s take a look at Shenzhou 6 as the search target. How to find relevant information. First of all, everyone should pay attention to the main interface of Baidu.com, which is very simple. Use a phrase to express the topic of the information you want to query, that is, keywords, enter it into the corresponding search box, and then click the "Baidu Search" button. Let's take a look at the query results. How many related web pages were searched and how many seconds it took? It shows how fast it is. Select one of the results pages that looks more appropriate, click Open, and browse the information. By browsing a few simple web pages, students are guided to pay attention to the information found, including relevant news reports, pictures, and special information.

What if we only need relevant launch time, pictures or information?

(Design Idea)

Through a search for representative information, let students intuitively understand how to quickly Find the required information. This generates a strong interest in finding things, and further questioning, allowing students to understand that to find accurate and effective information, they need to use their brains and have patience.

S: Most of the students shook their heads.

T: Let me tell you a secret. If you want to find the launch time of Shenzhou 6, you must add a space between the two keywords Shenzhou 6 and the launch time and then search. Be sure to pay attention. Keywords should be short and concise. Just give students a simple demonstration.

　(Design Idea)

The main purpose of asking students to search for the gold medal list is to make students pay attention to the authenticity and timeliness of the information. Don’t simply think that everything will be fine once they find it. , at the same time, it is also good to pay attention to our national affairs and stimulate patriotic enthusiasm. The second task is set, firstly, to understand our rich national culture; secondly, it is also part of completing the homework, because students generally do not have spare time to surf the Internet.

S: Student practice.

T: Teachers analyze common problems through inspections.

1. The address bar is missing

Some students don’t know where to enter the network address after opening IE. One possible reason is that the address bar and other toolbars overlap in one column, just drag them down with the mouse. The other is that the address bar is hidden and can be launched from the Toolbar item under the View menu.

2. The "Go" button is missing

Some students do not think of using the ENTER key to implement network links.

3. Entering keywords is cumbersome

The choice of keywords should be able to represent the subject of the information you want to find. Try to use phrases instead of one sentence. If the meaning expressed is complex, Use spaces to separate individual keywords.

4. The information found is not accurate enough

As expected, the information some students found may be from a few days ago, not today's gold medal list. Others couldn't find a page describing clothing culture in more detail, just a picture or a paragraph of text, so they stopped looking.

S: Some students show the web pages they searched that meet the requirements, and the teacher gives appropriate evaluation.

(Design Idea)

Teachers’ timely analysis of problems is an opportunity to help students discover and correct mistakes, and is also a catalyst to improve students’ search abilities. The students demonstrated the better web information they found, which served as a reminder to other students. If others can do it, I can do it too. At the same time, students who receive praise are also encouraged. At least the teacher pays attention to their learning status, and many students care about them, so they will work harder.

(3) The use of directory index search engines

T: By studying the full-text search engine, you can see that it extracts information from various websites on the Internet. The index database is established. When a user queries, it retrieves records that meet the conditions in the database, mainly web page text. Directory index search engines work by classifying information on the Internet according to directories and establishing an index database for people to search by classification. Common search engines are Sina, Sohu, Yahoo, and NetEase. Let’s take Sohu as an example. Introduce how to find relevant information about the 10th National Games.

Teacher demonstration:

Enter in the IE address bar, open the Sohu homepage, find the search engine, and let students pay attention to the new web interface. From the category directory, find the general directory Sports and Fitness (selected by students), then find the sub-directory, and search down step by step until you open the webpage about the Tenth National Games.

Assign tasks to students:

1. Find excellent websites on folklore/mythology in social culture.

2. Please describe the meaning of "information highway".

3. The latest quotation of Tsinghua Tongfang desktop computers.

4. Find an electronic dictionary of the Patriot brand priced around 900 yuan.

5. In which year did the State Council promulgate the "Measures for the Administration of Security Protection of International Networking of Computer Information Networks".

6. Please explain the idiom story: "Look at it with admiration", "Three chapters of agreement".

Reference website:

S: Students practice freely and add the searched pages to favorites.

　(Design Idea)

For directory search engines, there are no fixed tasks for students, because this method is easy but troublesome to search; multiple tasks are provided for students to choose freely. , the purpose is not to be limited to one search engine, but to allow students to independently explore tasks, find problems and try to solve them as much as possible, and exercise self-learning ability; at the same time, with more free time, students can find some information that they are interested in to satisfy their needs. Curiosity, you can also discuss and exchange experiences with each other; provide the purpose of searching the Internet, let students understand the knowledge about search engines, and expand their cognitive scope.

T: Teachers inspect the classroom and provide active guidance.

Ask students about some knowledge points they have learned in this lesson.

Teacher summary:

We mainly learned how to use two types of search engines. During the learning process, everyone must be good at summarizing the differences between the two types of search engines and summarizing the techniques for searching information. So that we can better find information.

1. The amount of relevant information found by full-text search engines is large. It is difficult to find information that exactly meets our needs at one time. You need to constantly change keywords and search repeatedly. Generally speaking, the directory index is relatively accurate in searching for information, but it requires everyone to take the trouble to find it step by step.

2. Don’t separate the two types of search methods, but look at them comprehensively. Their functions are becoming more and more comprehensive. For example, Google, Sina, and Yahoo have both directory search and key search methods. Word search. If you encounter problems that cannot be found, in addition to changing keywords, you should also try other search engine websites and be good at summarizing search techniques. We will focus on learning in the next lesson.

3. In addition, during the learning process, students can use their collective strength and collaborate with each other, which is very good. If you have collected better webpage files, try to transfer them to the designated folder on the teacher’s computer and share them with everyone.

7. Teaching reflection

1. The teaching objectives of this lesson are relatively clear, the arrangement of teaching tasks is basically reasonable, and students at all levels have learned something.

2. When encountering the situation that the search cannot be found during the teaching design process, students should be actively encouraged so that they have the confidence to continue searching and find what they need, so that they can reflect the advantages of the Internet and their own abilities. , find confidence.

3. In the arrangement of teaching tasks, a certain level should be reflected, so that students can do their best and gain more for more work.

4. Some common URLs related to search engines should be transferred to students’ desktops in advance or written on the blackboard for students’ convenience.

5. Information search is a basic skill that students should master. Is the teaching effect of this lesson achieved? How to evaluate students' learning situation? In addition to the teacher's observation and guidance in the classroom and the display of some students' tasks, the group leader should also supervise the implementation, because it is relatively easy for students to communicate with each other, so that Ensure that most students are proficient in application.