The "New Primary School Chinese Curriculum Standards" points out: "Chinese courses should be rooted in reality, oriented to the world, and oriented to the future. The areas of Chinese learning and application should be broadened, focusing on interdisciplinary learning and the use of modern scientific and technological means. Use..." In Chinese teaching, the use of modern information technology, intuitive images, novel and vivid, can directly affect students' multiple senses, stimulate students' interest in learning, cultivate students' abilities, and completely change the teacher's "a piece of chalk, a The teaching method of “opening the mouth and filling the room with words”, and now the implementation of the “Nongyuan” project also provides guarantee for the widespread application of modern information technology. Let’s talk about the application of information technology in Chinese teaching.
1. Use information technology to enrich students’ preview methods
Doing a good job of previewing before class can not only improve the effect of listening to lectures, but also cultivate students’ self-learning ability. Finding and collecting information related to the text is a part of the preview for middle and high school students in primary schools. Teachers can arrange the content of this unit text that needs to be found online during holidays or weekends, so that students can use modern information technology platforms to collect relevant information about the new knowledge involved in the text. For example: articles about people allow students to search for the author's information, the background and era of writing, the writing characteristics of the article, the author's main writing techniques, etc.; articles about scenery guide students to collect the geographical location of the scene, the location of the scenic spot, etc. Articles related to historical stories and scenic features, etc. In the process of independently collecting various information, students gradually improve their ability to use modern information tools, improve their literacy in obtaining information, filtering information, and generating information, allowing students to acquire Chinese knowledge from multiple angles and channels, and improve their self-study ability . In this way, the use of modern information technology not only enriches students' preview methods, but also compared to traditional preview, preview in an information technology environment can attract students' attention and stimulate their interest in learning.
Nowadays, many classes in middle and upper elementary schools have established class QQ groups. Many students already have their own QQ, and even blogs and forums. Teachers can also use online preview according to the actual situation of students in the class during teaching. Group preview and other methods, through the QQ class group, allow students to send their preview results to the online platform for sharing, and then through the online platform, cooperative preview and independent preview are combined. In this way, the rich preview methods such as modern information can be used to cultivate students' interest and habits in independent preview and fully mobilize students' enthusiasm for learning Chinese.
2. Use modern technology to enhance reading teaching
(1) Use modern information technology to turn silence into movement, sound, shape, and stimulate a strong interest in reading.
Confucius said: Those who know are not as good as those who are good at it, and those who are good at it are not as good as those who are happy. Interest is the best teacher. In classroom teaching, teachers should pay special attention to the role of modern information technology. They should carefully design teaching plans before class, produce corresponding teaching courseware, create situations, turn static into movement, turn virtual into real, turn silent into sound, and use vivid and intuitive The pictures stimulate students' interest in learning and attract their attention. For example, in the lesson "Zhan Tianyou", Zhan Tianyou designed a "herringbone" line along the mountain to solve the problem of difficulty for trains going up the mountain. The text describes it like this: When the northbound train reaches the south entrance, it uses two locomotives, one pulling in front and one pushing behind. After passing Qinglong Bridge, the train heads northeast. After passing the "herringbone" shape, the fork in the line is reversed. , the locomotive that originally pushed pulled, and the locomotive that originally pulled pushed, causing the train to turn northwest. If students are asked to "read" and then "understand" this passage, or if the teacher explains it with gestures and gestures, it will be difficult for students to understand. If it is produced using FLASH to demonstrate how the train pushes and pulls, turning stillness into movement, students I easily understood and mastered it, and then explored other contents of the text with great interest.
For another example, reading teaching focuses on word understanding and article appreciation training, and students’ understanding of words and article appreciation require certain contextual support. Therefore, when teaching reading, multimedia should be used to create vivid and realistic situations, arouse students' interest in reading, and inspire students' fantastic ideas. For example, when teaching "Mountain Rain", I designed a soundtrack to accompany the text reading, downloaded relevant information and pictures, and used FLASH animation to create rain scenes and real-life pictures of mountain rain, allowing students to be immersed in the situation described in the text.
During class, students are allowed to watch, listen and feel, multi-sensory stimulation, sound and shape form, students deepen their understanding and feelings of the text through vivid and vivid intuitive feelings, and stimulate students' strong reading interest.
(2) Use modern information technology to create reasonable reading situations to help students understand the content.
Teachers can select some information pictures, videos, etc. in a targeted manner to allow students to gain knowledge, form abilities, and develop thinking through observation and comparison. For example, in the teaching of "Tibetan Opera", the teacher made the three characteristics of Tibetan Opera into courseware suitable for the students' actual situation, turning the content to be expressed in silent and abstract language into vivid and dynamic pictures and schemas, and creating content related to the teaching content. The situation or atmosphere stimulates their imagination and arouses students' emotional experience, thereby forming an aesthetic resonance and helping them understand the teaching material quickly and accurately. For another example, when teaching "Uyghurs in Hotan", in order to allow students to better understand the folk customs of Xinjiang Uyghurs, the advantages of modern information technology-assisted teaching can be fully utilized, the teaching scenarios are carefully created, and realistic pictures are used to make students truly feel the Uyghurs. The tribe is magical and beautiful. By showing a large number of pictures for students to appreciate and observe, students' learning enthusiasm is fully mobilized, and the learning effect is beyond the reach of traditional reading classes.
Facts have proved that the application of modern information technology in reading teaching, with pictures and texts, sounds and shapes, and diverse interactions, has brought new vitality and vitality to reading teaching, fully mobilized students' initiative and creativity, and enabled students to Feel the joy of reading and make reading teaching even better.
3. Skillfully use modern information technology to carry out comprehensive Chinese language practice activities
Under the conditions of modern information technology, students should consult the materials themselves and carry out the process of self-preparation before carrying out comprehensive learning. , itself is a process of self-exploration. In teaching, teachers should skillfully use modern information technology to carry out comprehensive Chinese language practice activities and cultivate students' innovative abilities. For example: using courseware or ready-made teaching software, "Chinese Traditional Culture Exhibition", "Growth Stories of Celebrities (Great People) I Know" and "My Favorite Fairy Tales" are carried out in middle grades, and "My Life Apocalypse" is carried out in senior grades. Comprehensive learning such as "My Favorite Famous Quotes". Before the activity, students can search for information on their own online, or they can work with classmates in their groups to search and collect information to prepare for the activity. In this way, it is not only conducive to cultivating students' independent exploration and cooperation abilities, but also conducive to cultivating students' creative potential. For example, when senior students are conducting a study report meeting on "The Motherland is in My Heart", before the activity, students should focus on the theme, search for materials (poems, stories, speeches, etc.) to select materials or create their own materials. During such activities, students' ability to search, collect, analyze and process information and their self-innovation abilities are all exercised.
Every student has the desire for self-expression, self-development, and self-innovation. The skillful use of modern information technology in comprehensive learning can better satisfy these desires of students, thereby achieving the purpose of stimulating learning interest, correcting learning attitudes, and cultivating creative abilities. For example, when carrying out the comprehensive study of "Traveling in the Kingdom of Chinese Characters", students are allowed to choose their own host, simulate a TV show, and conduct questions and answers about Chinese character knowledge. When the host asks everyone to guess word puzzles, tell interesting Chinese character stories, and explain the evolution of Chinese characters, the students use the multimedia playback function to play the prepared Chinese character stories, the evolution of Chinese characters, etc. using the player on the computer or Other software playback display. At this time, the students are all eager to show off their works. Their desire to perform and their passion for learning are beyond words! Based on the collected information, the students used the HiclassSW platform to ask questions to other students. The students questioned each other. Everyone was more interested in comprehensive learning. While enjoying the joy of learning Chinese brought by modern information technology, students also My ability to practice and apply modern technology and my creative ability have been fully utilized, exercised and improved.
Practice has proven that the application of modern information technology in Chinese teaching can enrich students' preview methods, create situations, stimulate interest, inspire imagination, and cultivate creativity. Modern information technology provides a broader space for teaching and learning in Chinese teaching; it provides students with a lifelong learning knowledge and cognitive tool for improving skills; it provides students with a way to practice independently and learn how to learn. An effective way to explore yourself.