.
.
.
.
.
.
.
.
.
.
.
.
This is the basic requirement for citizens in the information society. The integration of information technology and teaching meets the requirements of the times, and there are unique efforts in cultivating students' attitude of lifelong learning. This kind of integration makes students have the requirement and desire to actively absorb knowledge, and can put it into daily life practice, learn independently, organize themselves, formulate and implement learning plans, standardize the learning process, and evaluate the learning results by themselves. This is undoubtedly a revolutionary change in the way of learning. If we can't meet this requirement, we can't keep up with the development of the situation, and even how to survive is a problem.
The third is to cultivate students' adaptability and ability to solve practical problems. The most fundamental difference between the old and new teaching methods lies in the ability to master. In the information age, knowledge and technology have become the primary productive forces, which are the key factors of social productive forces and economic competitiveness. With the surge, upheaval and renewal of knowledge itself, the frequency is accelerated and the cycle is shortened. At the same time, the high integration of knowledge itself and the infiltration and intersection of disciplines have made all fields of human beings have been widely impacted and influenced. Under the background of rapid changes in science and technology and social structure, adaptability, adaptability and problem-solving ability will become more important. We must reform teaching methods and cultivate students' above-mentioned abilities to adapt to the development of society. Because the integration of information technology and teaching can maximize the development of students' potential and mobilize their positive factors, the problem of cultivating students' ability will be solved.
In a word, the integration of information technology and teaching has provided a broad activity world for modern teaching, promoted the deepening of teaching reform and made more profound changes in the field of education and teaching. Strategization of teaching methods, modernization of teaching means, informationization of teaching content and simplification of teaching operation have gradually become a reality. The role of this integration is enormous and profound. We should vigorously promote this integration and make due contributions to the development of education.
Second, the implementation strategy of information technology and teaching integration
In order to realize the integration of information technology and teaching, school teachers must carry out course teaching activities in the information environment based on multimedia and network, process the course content, make it a learning resource for students, provide it for students to enjoy learning, and let students use information technology tools for word processing, image combination, information integration, scientific and technological creation and knowledge construction. Simply put, the integration of information technology and teaching should be realized as follows:
First of all, we should raise our awareness and take responsibility. We should fully understand the significance and function of the integration of information technology and curriculum. Through study, publicity, observation, experiment, practical operation and continuing education activities, we will constantly raise interest, mobilize all positive factors, activate the thinking organs of all parties concerned, and strive to create conditions for the integration of information technology and courses. We should not only form a powerful propaganda offensive, but also reflect on ourselves from the heart, deeply understand the urgency of the situation and the arduousness of the task, and Qi Xin will work together to promote the modernization of education.
Secondly, we should update our ideas and introduce funds. Bold reform, through mutual benefit, complementary advantages, introduce funds, increase investment, and arm yourself. This needs to contact the reality of each school and work out practical methods according to local conditions.
The third is to create an environment and form a virtuous circle. By creating a digital hardware environment, building an application software platform, building a general database of information resources, and carrying out demonstration and promotion activities, the integration process will be gradually scientific, standardized and complete, and meet the specified requirements.
The fourth is to optimize management and comprehensively promote integration. Schools should formulate active supporting policies, adjust the functions of relevant institutions, strengthen comprehensive management, and strive to realize the institutionalization and standardization of information-based teaching. Moreover, through teacher training, textbook construction, internal and external communication, academic discussion and effect evaluation, this comprehensive mode of organic integration of information technology and teaching in various disciplines can be promoted to develop healthily and in a virtuous circle.
References:
1, Wu Kegeng, Zhou Dandan. Educational Ecology [J]. Education of China TV University.2015. ( 12);
2. Yuan Guiren. Seize the opportunity to speed up development and popularize information technology education in primary and secondary schools —— Report on the National Conference on Information Technology Education in Primary and Secondary Schools (excerpt) [J]. Management information system. ( 12);
3. Miao Feng Chun. The key to systematically promoting and implementing the informatization of basic education in China in the next five years [J]. Audio-visual education in China .2013. (09);
4. Liu Hai Democracy. Progress of modern educational theory [M]. Northeast Normal University Press.2015;
5. Hao Zhijun. Practical character of teaching theory. Northwest Normal University.2016;
6. Li Yubin. Research on the present situation and countermeasures of the cultivation of modern educational technology ability of primary school teachers [D]. Northwest Normal University.2016.
Article 19
First, the role of sports games
1. Arouse students' emotions and enliven the classroom atmosphere.
Some people describe the seasoning function of sports games in physical education class. Without sports games, people who like it again will become boring because of simple repetition. Sports games can diversify a single sport, but for games, they only add fun, competition, cooperation, challenges and other elements to a single sport. In this way, students will be attracted by the internal factors of the game when practicing, so as to actively participate in the game, which makes the classroom "live", which is more effective than those single and rigid exercises, no matter from the students' physical and mental experience or from the practice effect of the project.
2. Use interest to promote all-round physical and mental development
Interest is the best catalyst for learning, which can make students devote themselves to learning. The game itself is competitive, cooperative and challenging. Through the practice in the game, students have enhanced their sense of self-competition, enhanced their mutual communication and cooperation, increased their self-confidence and dared to challenge themselves. At the same time, games are also the driving force for students' development and a unique way for students to gain social experience. In the game, students should communicate and cooperate with their peers to complete the game together, strictly abide by the rules of the game, constantly supervise and evaluate each other, constantly dilute egoism, and gradually form a sense of collective honor; Gradually form an attitude towards the surrounding environment; Gradually established the concept of friendship, justice and responsibility.
3. Cultivate students' innovative ability
Game is a free, open and operable group activity, and it is these characteristics that provide students with a good platform for innovation. Many sports in the world today are evolved from games, just like "Cuju" in ancient China. Who would have thought that it could develop into a popular football sport in the world today? There are also basketball, gymnastics and so on, all of which are small games from life. Later, people gradually deepened their understanding and improved it before it gradually developed. Just like some students usually play volleyball as handball, combine badminton with badminton, change the usage of skipping rope, make up some new games and so on. These are all manifestations of innovation ability. Or how many years later, many new sports emerged in their little games.
Second, the steps of sports game design
As an important means of physical education teaching, sports games come from and enrich the content of physical education classroom. In order to make sports games achieve the predetermined effect, we must analyze the target content, analyze the teaching materials from multiple angles, and formulate distinctive games in combination with students' reality.
1. Determine the contents of sports games and teaching AIDS.
First of all, analyze the teaching materials, make clear the teaching objectives, and determine the content of the game according to the classroom content. Don't play for the sake of the game. The content of the game must be carried out around the teaching objectives, and at the same time, the physical quality of the implementation object should be considered, and the teaching AIDS should be fully used to arrange and organize it interestingly. Strive to stimulate students' interest to the greatest extent and let them devote themselves to the game.
2. The arrangement and rules of the game
Whether a game can stimulate students' practice atmosphere depends not on what content you choose, but on the game arrangements and rules you make for this content. The arrangement of games can be based on students' physical quality and their mastery of classroom content, and the rules or requirements can be determined in the game to control the difficulty and intensity of the game. Or put forward the content and equipment of games for students, arrange games for students themselves, and then guide and modify them, so as to give play to students' subjective initiative and cultivate students' innovative consciousness and ability.
3. Organization and guidance of the competition
In the competition, scientific organization and guidance is the key to ensure the effect of the competition. First, let students know the name, process, rules and evaluation requirements of the game. Especially for new games, we must explain every detail of the game to students clearly, and let some students cooperate with the whole game process when necessary to deepen their understanding of the game. Secondly, teachers can guide and manage the process of students playing games, or personally participate in mixing with students, which can not only make timely supplementary explanations to the problems in the game process, but also stimulate students' enthusiasm and make the game more vital. Thirdly, teachers should always observe students' physical changes and adjust the intensity and density of game practice accordingly to make it appropriate and moderate. Finally, during the game, pay attention to some tips to remind students properly, so that students can finish the game better. After the game, ask students some feelings and experiences about the game, summarize the key points and difficulties of the game, and put forward some higher requirements.
Third, several key points of sports game design
1. Selection of venue equipment
Sports games are a part of physical education class, and the choice of sports venues and equipment should not be sloppy. Usually, the venues for sports competitions should be relatively open and flat. If there is certain danger, grass should be selected accordingly or some protective equipment with sponge pads should be added. For some competitions that require concentration, try to avoid choosing the same venue as noisy events. Because students are easily attracted by the surrounding environment, there is no way to guarantee the quality and effect of the game.
There is also a certain emphasis on the choice of equipment. Good sports equipment is the guarantee of a good physical education class. Therefore, all the equipment in the game must first check its safety and whether it can meet the requirements of the game. Try to choose some soft equipment, because the game is also competitive. In addition to simple operation, light and soft equipment can also effectively avoid some injury accidents during the competition.
2. The innovative consciousness of the game
The purpose of game design is to let students actively participate in the corresponding classroom exercises. With the development of the times and the deepening of students' cognition, the content design of games must dare to innovate and cater to students' thirst for new things. The requirements of the game are also gradually improved with the learning and mastery, and the difficulty of the game has a step-by-step process.
3. Establish standardized, fair and just rules of the game.
The rules of sports game are the guarantee that the game can be played normally and achieve the expected effect. Teachers, whether as instructors or participants, should abide by the standard, fair and just rules of the game, which is also an important aspect of ideological and moral education. Let them know the importance of abiding by laws and regulations, whether in study, life or games. Teachers also set an example through their own behavior, show students a positive image, and realize ideological and moral education for students through games.
To sum up, sports games play an important role in physical education classroom teaching. As long as every PE teacher thinks hard, studies hard and innovates constantly, he will certainly be able to design sports games suitable for the current actual situation. Add a joy, a responsibility and a love to physical education class. Let's work together to create a relaxed, happy, safe and effective physical education classroom environment.
Chapter 20
Key words: game teaching method, audio-visual method (situational teaching method), group activities
English teaching is an activity that fully demonstrates students' subjective process. For teachers, teaching is an educational activity to guide students' learning; For students, teaching is a learning activity under the guidance of teachers. The word "teaching" in the word "teaching" means "teaching" in English, which means "giving examples". Teaching is a bilateral activity between teachers and students. The effectiveness of teaching does not depend on whether the teacher lectures carefully according to the requirements of the teaching plan, whether the teacher's teaching task is completed, and whether it covers several basic steps of teaching. The key to teaching lies in whether students have learned useful knowledge and can correctly apply it to life. In the course of actual lectures, I found that some classes only stay on the surface of the lively level, and the teaching activities are designed with temperature and no depth. After a class, all the students seem to be very active, but only a few knowledge can stay in their minds. An English teacher, especially an English teacher who teaches the third and fourth grades of elementary school, should fully stimulate students' curiosity and interest in English, and use teaching materials flexibly, creatively and purposefully in combination with the actual teaching situation. In modern English class, students should not be asked to be listeners, but should be speakers. Only by constantly innovating, breaking through the traditional teaching methods, stimulating students' thirst for knowledge and cultivating students' subjective initiative can students change from passive acceptance to active participation and from "asking me to learn" to "I want to learn". In my years of teaching and communication with my colleagues in my spare time, I have roughly summarized the following primary school English teaching methods for your reference only:
First, gamete matching method.
From a psychological point of view, primary school students are curious and like to imitate, and their concentration time is not lasting, only about 20 minutes, and unintentional attention is still prevalent. When classroom teaching can arouse students' interest in learning, it can fully mobilize students' intellectual factors and non-intellectual factors, so that students can concentrate for a longer time in learning, better perceive, remember, think and imagine, and thus master knowledge and acquire skills more firmly. German educator Froebel was the first expert to discuss games systematically. In his masterpiece "Kindergarten Pedagogy", he said: "Games are the characteristics of children's activities, and games and language are an integral part of children's lives. Through a variety of games, children's inner activities and inner life become independent external self-expression, thus achieving happiness, freedom and satisfaction and maintaining internal and external balance. " Game teaching method is to turn boring language phenomena into lively and interesting game forms that students are willing to accept as much as possible, so that students can learn while playing. In practical teaching, we can apply games to the teaching of letters, words and sentence patterns.
(1) Practice letters
A. blindfold (in the dark)
Put things that start with words that you want to learn or practice on the table. Blindfold the students. The teacher said one of the letters. The blindfolded students try to find what the words with that letter refer to on the desk and read the words.
B.find it and do it.
Give letter cards to students who are going to class or review, and make sure that at least three people in the class have the same letters. Students with the same letters can find other people by shouting their existing letters and stand together. At this time, the teacher can give instructions: jump, run and wait. Teachers can give some rewards to students who can find their peers quickly.
(2) Practice words
I use the game teaching method more in writing, and I often use the following points in class:
A. Slow motion and fast motion
Game method: put the teacher card or picture of the word to be reviewed into the envelope or pocket. The teacher takes it out slowly and shows the students only a small part of the card or picture at a time. Reward the first student in the class to say the word. Cover the teacher's card or picture with a piece of paper. The teacher held up the card or picture covered with paper, quickly took away the covered paper and covered it again. Students only look at this picture. Reward the first student to say the word.
B. run for it.
How to play: Stick three or four teacher cards on the blackboard to review vocabulary. Divide the class into two groups. Give the students an instruction like taking a pencil. The first student in each group runs to the card with a pencil and imitates the card with his hand. Which group of students touch the cards first to add one point to their team. Teachers can also use other instructions: point to _ _ _ _ _. Walk to _ _ _ _. Run to _ _, and so on.
C. whisper
Game method: Divide the students into two groups and stand in two rows. The teacher whispered a word they knew to the first student in each group. The first student in each group whispers the word to the second student in the group in turn. The last student in each row speaks the word loudly, or runs to the teacher and whispers the word to the teacher. The first student in the class to say the word loudly and correctly will win a point for their group. Then, the first student in each group stands at the end of each group.
(3) Practice sentences
Game method: The teacher can say "Sam said" before giving the instruction, and then the students do this action. There is no "Sam" before the instruction.
Tell the students not to do this action. For example, if the teacher says "touch the nose" and the students touch the nose, the calculation is wrong and the points will be deducted. This game can also be played in the form of a competition. One student in each group will go to the front and do the action together. If they make mistakes, they will be eliminated, and one or two people will be winners.
Second, the audio-visual method is also called situational method.
Audio-visual method first came into being in France in 1950s, which was a short-term and quick teaching method for foreign adults in France at that time. It is a teaching method with the theme of learning daily conversation. Because it emphasizes that the senses such as ears, eyes and brain perceive language materials as a whole, and the three elements of language materials-shape, sound and meaning-should also be perceived as a whole, it is also called the whole structure method. It is also called situational teaching method because it emphasizes teaching in combination with situations in life. Teachers provide students with thinking conditions in images through animated videos, so that students can understand the text naturally. Teachers will also play recordings, which have a subtle influence on students' pronunciation and intonation.
For example, People's Education Edition, Volume 2, Unit2, Let's Speak, I use multimedia resources to turn the static pictures in the book into animations for students to watch. After watching the animation, the students immediately knew the characters, places and events of the story clearly, and then asked the students how Chen Jie answered Amy's question, "Who is that man?" Ask the students to repeat her answers and explain the story in different roles. Finally, all the students can perform the dialogue on stage, and the teaching effect is remarkable. Make full use of audio-visual means, so that students can not only see their own shapes, but also hear their own voices at the same time, mobilize the nerve cells of the left and right brains, speed up the process of students' learning foreign languages, and promote students' ability to establish a direct connection between the foreign languages they have learned and objects and learn foreign language thinking from an early age.
The advantage of audition method lies in emphasizing the direct perception of the whole language in daily life situations, and learning pronunciation, vocabulary and grammar in communication is conducive to cultivating students' ability to use the language flexibly. The real teaching situation enables students to directly apply the foreign language they have learned to their daily lives. Dialogue is the most important means in oral English teaching. Dialogue teaching not only helps to cultivate students' oral ability, but also makes classroom teaching more lively. It emphasizes the first, the principle of keeping up with reading and writing, and attaches importance to cultivating a sense of language. Personally, audio-visual method is one of the methods with obvious teaching effect in dialogue teaching. It replaces the boring and abstract knowledge in textbooks, and teachers create an immersive language environment for students, which also greatly mobilizes students' enthusiasm. Of course, teachers should not play video tutorials for too long, and grasp the scale, otherwise students will easily pay attention to the picture and ignore the content.
Third, the group activity method (group work method)
As the saying goes, when people gather firewood, the flames are high. The development of science and technology and the refinement of division of labor make the cooperation between people more and more diversified. If you want to achieve a great event, your personal strength is limited. Only with the cooperation of the team can you accomplish it efficiently and successfully. In English learning, various group activities can basically ensure that every student participates, provide more practice opportunities for each student, make teachers take care of all students more conveniently, and ensure that classroom learning activities are vivid and orderly. It is very important to make full use of cooperative learning in English teaching in primary schools. Just listening to the teacher, students can't learn by rote. This kind of dumb cramming English teaching has long been eliminated. Only through classroom group activities and relying on students' own learning and application can teaching play its greatest role. To some extent, the success or failure of an English class depends on the organization of classroom group activities, which requires the joint creation of teachers and students, and its role can not be ignored. The advantage of group activities lies in cultivating students' good learning ability, such as active learning, cooperative competition and helpfulness, as well as the formation of behavior and morality; It can well promote the formation of students' consciousness of mutual compensation, mutual help and mutual supervision, make students ready to help others and enhance their awareness of active learning.
I usually divide students into five groups according to their English learning, and choose the winning group according to their performance every day, and give some relief or rewards in the homework or unit test that day. In this case, team members must help each other, learn from each other's strong points and make progress together, in order to get good grades and get rewards, which will help narrow the differences among students, help underachievers build their self-confidence in learning and make them participate in learning activities more actively. For example, when learning words describing characters, students can use the sentence patterns they have learned, such as "He is tall." "He has a small nose." And "He has two big eyes." After that, I divided the students into five groups and asked each student to prepare a blank sheet of paper. I asked students in 1 and 3 groups to draw their friends (teachers, classmates, parents, animals or school tools, etc. ) on white paper. Then I asked the students in groups 1, 3 and 5 to describe their friends, and asked the students in groups 2 and 4 to draw portraits of each other's friends according to the descriptions. Finally, let two students show their works, see if their friends look alike, and introduce this friend together. The whole class chooses the group that draws the most like it, and awards "Heart to Heart Award" or "Tacit Award" and so on.
In fact, there are many ways to design English classroom teaching methods. We must bear in mind that students are the main body of English classroom teaching activities and teachers are the organizers. In order to have a successful English class and achieve the best teaching effect, teachers should first constantly update their concepts and be good at adjusting teaching methods according to the actual situation in teaching. English teaching reform, in the final analysis, is the reform of teaching concept. English teachers must pay attention to enable students to acquire basic language application ability through teaching, adhere to the student-centered and task-oriented teaching principles, create opportunities to use English, and implement the communicative principle of English learning, so as to achieve the purpose of applying what they have learned.
Reference: "Kindergarten Pedagogy" German educator F. Roupell (186 1 year)
A Course of Primary School English Teaching Method, by Wang Qiang, a professor at Beijing Normal University (2003).
Development and Research of English Listening Resources: Audio-visual Education in China (200 1)
Article 21
In view of the common teaching disadvantages in middle school writing teaching, such as attaching importance to skill teaching and neglecting connotation accumulation, attaching importance to knowledge teaching and neglecting personality education, this paper puts forward the teaching concept of "happy writing" from the aspects of theoretical basis, writing process, reading skills, composition evaluation and writing training. Advocating happy writing aims at implementing successful education, allowing students to experience the happiness of successful writing and teachers to experience the happiness of successful teaching.
Keywords: the double transformation of happy and successful personality and emotional experience
Happiness is a positive emotional experience that excludes external interference and devotes oneself to study, work or life. It is also a good attitude to deal with reality and transcend the environment. There is an old saying: "If you forget to eat when you are angry, you will forget your worries." It's about the pleasure of reading. In writing teaching, if we can use effective means according to the actual situation, stimulate students' inner writing impulse, give full play to students' subjectivity and enthusiasm, and let students devote themselves to writing with interest and happiness, students may overcome all kinds of difficulties in writing and write excellent exercises.
In recent years, the author tries to explore a new idea of "happy writing" and pursue a new teaching concept, so that students can regard writing as a happy thing and cultivate their expressive ability in happy emotional experience. Confucius famously said, "Knowing is not as good as being kind, and being kind is not as good as being happy." Then, how to make students "happy" in the specific writing teaching practice?
First, the theoretical basis of "happy writing"
China ancient literary critics and modern and contemporary literary theorists have deeply explored the essence of writing and come to the conclusion that the form is different from the reality, that is, the "double transformation" theory of writing. Lu Ji of Jin Dynasty said in Wen Fu: "If you are often bitter, you don't weigh things, and the text doesn't mean anything. If you cover it up, you don't know it, but your ability is ok", revealing that the essence of writing is "things-