Abstract This article combines the first-line teaching of theoretical courses on information technology to high school students and explores ways to improve the effectiveness of theoretical courses. It is believed that multimedia courseware should be used to assist teaching to make our classes lively and interesting; appropriate metaphors should be used to make boring theoretical knowledge vivid and visual; theory should be connected with life to allow students to construct knowledge independently.

Discussion on Keywords High School Information Technology Theory Course

CLC Classification Number G632 Document Identification Code A Article Number 1674-4810 (2011) 23-0147-01

For high school students, theoretical classes in middle school information technology teaching are boring and boring compared with computer operation classes. They are not used to it, don't like it, and even don't want to learn it. They believe that information technology classes involve going to the computer room for operations, and it is difficult to achieve good teaching results in classroom teaching. However, the theoretical knowledge of information technology under the new curriculum is the basis of information technology practical classes, and practice is an extension of theory, without the support of theoretical knowledge. Practice is destined to be a tree without roots. Without mastering the theoretical knowledge of information technology, it is impossible to truly improve students' information literacy. So how do teachers teach information technology theory classes well? Can theoretical classes be made creative so that students can learn interestingly and be actively involved in learning? Based on my classroom teaching practice, I describe some of my accumulated practices and experiences as follows:

Use multimedia courseware to assist teaching to make our classroom lively and interesting

Multimedia-assisted teaching It has been widely used in various disciplines. Of course, as an information technology teacher, you should make full use of this sharp sword. In our information technology theory course teaching, the appropriate use of multimedia technology to assist teaching can sometimes achieve twice the result with half the effort.

In the "pre-class introduction part", for example, in the "Artificial Intelligence" class, the teacher uses courseware to play a report on a university using fingerprint machines to sign in before class in order to prevent students from skipping classes. Such introduction , which not only gives students a sense of freshness and curiosity, but also introduces the topic of this lesson - pattern recognition technology in artificial intelligence technology. There are many such imports.

In the "teaching process", such as the lesson "Files and Their Types", the icons, extensions and types of files are undoubtedly the most important and difficult points of this lesson. For students, this part Knowledge is too boring, numerous, and difficult to remember. In response to this situation, taking into account students' usual love of playing games, the icons, extensions and types of files can be made into a Lianliankan game, so that students can learn while playing and quickly master this part of the knowledge.

In the "Independent Exploration" section, such as the "Network Knowledge" lesson, the teacher prepared a lot of expanded knowledge using courseware - the production of twisted pair cables, etc. and recorded them into videos to facilitate students' independent exploration and Independent learning.

In the "class summary" section, multimedia courseware also plays a decisive role. Multimedia courseware can display the knowledge structure of the entire class, allowing students to understand the knowledge learned in this class at a glance, and helping students recall and summarize . You can also give some exercises to consolidate the knowledge in this lesson, so that students can digest the knowledge in class.

2. Use appropriate metaphors to make boring theoretical knowledge vivid and visual.

In information technology, some professional terms and names are very boring. If teachers follow the textbook, students will It's not easy to understand, and it can be very offensive. Teachers skillfully use metaphors to bring boring and difficult theoretical knowledge to life and visualize it, which will attract students' attention and turn the unfathomable into easy-to-understand knowledge, making it easy for students to understand and remember deeply. If the teacher's language is humorous and contagious, students can unknowingly increase their knowledge in a pleasant and joyful classroom atmosphere.

In the lesson "Algorithm Description and Design", what is an algorithm? That is: methods and steps to solve problems. Every year in teaching, it is found that students cannot understand this sentence. I quoted here the "River Crossing Problem of Three Priests and Three Savages" and asked students to come up with their own solutions to the problem and write the specific implementation steps on the blackboard. This example leads to the following: The methods and steps for solving problems are called "algorithms" in our VB language, and it is difficult for students to forget them.

Another example is that there are many concepts in Flash and Photoshop software that are difficult to understand. In Flash, the "library" is compared to the backstage where actors rest before going on stage, and the "components" in the library are likened to "actors." ”, students can easily understand it. In Photoshop, "layers" are compared to transparent paper. Write one stroke of a word on each piece of paper. When multiple pieces of paper are overlapped, you can see a complete word. This makes understanding the layers much simpler.

The three theories connect life and allow students to construct knowledge independently

Information technology is a highly practical and technical subject, which has close and extensive applications in modern social life , which provides a wealth of resources for integrating students’ life elements into theoretical class teaching. Teachers integrate boring theoretical knowledge into students' lives, combine theory with practice, and stimulate students' strong interest in learning, so that theoretical class teaching will get twice the result with half the effort. Such a class must be an information technology class whose content is close to the actual life of students, highly interesting, and in line with students' preferences.

In this way, boring theoretical knowledge will become interesting and students will be more motivated to learn.

For example, in the lesson "Information and Characteristics", what exactly is information? Ask questions to get students thinking. Teachers teach, classmates chat, gesture, smell the fragrance of food, how they feel after falling, etc. From these things we discover every day, we receive information all the time, and then students summarize and define it based on their own understanding. Provided materials: The old almanac cannot be seen (the timeliness of information), Bernard Shaw's famous sayings (the enjoyment of information), the empty city strategy (the authenticity of information), good things don't go out and bad things spread thousands of miles (the transmissibility of information), and finally, Ask the students to summarize by themselves, and the teacher will provide guidance to complete the study of this theoretical lesson, so as to achieve the effect of active classroom atmosphere and thorough understanding.

For example, in the book "Basics of Information Technology", there are four questions about the order of "processes", the general process of information acquisition, the general process of computer information processing, and the general process of information programming and processing. , the general process of information integration. It would be very difficult and boring to force students to memorize these issues, but if life information is integrated into them, it will be much easier to memorize. For example, when explaining the general process of information acquisition, you can use what students often do, "posting a blackboard bulletin" as an example to guide students to think: How do they usually publish a blackboard bulletin? Student answer: First determine the topic of each issue, then collect information (online, buy books, create your own), and then make a blackboard newspaper after screening. However, this process is gradually improved through constant revisions. Based on students' answers, the general process of information acquisition is constructed: determine information needs - select sources to obtain information - determine information acquisition methods to obtain information - evaluate information. Let students use familiar things to help them understand new knowledge, so that students will not feel bored and it will be much easier to master.

[Editor in charge: Li Jikong]