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自2003年从事初中信息技术教学以来,笔者见证了信息技术教材中的案例从类似“短、平、快”一本通,到分“零起点”和“非零起点”的层次化教材案例,再到现在的分年级、分学期、分主题的案例教材。诚然,这些案例是随着时代发展、信息更新而与时俱进的,案例中的素材也是根据教材内容、教学环境和学生学情所组织的、有助于教学的重要学习资源。如何能高效率地使用教材、提高学生的接受能力和自学能力,创设高效课堂,对广大信息技术教师来说是值得深思的。笔者认为,首当其冲的是应合理使用和开发教学案例中的素材。
Since 2003, engaged in junior high school information technology teaching, the author has witnessed the case of information technology textbooks from a similar “short, flat, fast,” a pass, to the point of “starting point” and “non-zero starting point” The case of hierarchical teaching materials, and then to the current sub-grade, sub-semester, sub-thematic case teaching materials. Admittedly, these cases are advancing with the times as the times evolve and the information is updated. The materials in the case are also important learning resources that are organized according to the content of teaching materials, the teaching environment and the learning of students. How to use teaching materials efficiently, improve students’ ability of accepting and self-learning, and create an efficient classroom are worth pondering over the information technology teachers. The author believes that bear the brunt of the case should be the rational use and development of the material.