The ability of information tools and information resources, including selecting and obtaining identification information,

The ability to process, process, transmit and create information. Normal university students' information

Literacy is the development of normal college students according to the social information environment and information.

Requirements are formed in the process of receiving school education and self-improvement.

Attitude towards information activities, and the ability to use information and information means to solve problems.

Force. It should include not only normal students' understanding of basic information knowledge, but also their understanding of information.

Master the use of tools and information in future teaching.

The study of knowledge should also include the understanding and observance of information ethics.

Specifically, it mainly includes four aspects:

1. Information awareness. That is, human information sensitivity is human cognition of nature.

And social phenomena, behaviors, theoretical viewpoints, etc. From the information point of view

Understand, feel and evaluate. Generally speaking, you can take the initiative when facing things you don't understand.

To find the answer slowly and know where and how to find it, this

Is information awareness. In the information age, all kinds of information are everywhere. Can it be okay?

Making good use of existing information is an important part of people's information consciousness.

Now The consciousness of using information technology to solve work and life problems is information.

The most important point of technical education.

2. Information knowledge. It is not only the theoretical basis of information science and technology, but also knowledge.

Basic requirements for learning information technology. By mastering information technology, we can

Better understanding and application. It not only embodies the belief of normal students.

The richness of information knowledge also restricts their progress in information knowledge.

Master in one step.

3.f's speaking ability. Includes the basic operation capability of the information system, and the information

The ability of collection, transmission, processing and application, as well as information systems and

Ability to evaluate information, etc. This is also an important survival energy in the information age.

Force. In the information age, if you only have a strong sense of information and richness,

Information common sense, but do not have high information ability, or can not effectively.

It is valuable to use various information tools to collect, obtain, transmit, process and process.

Informatization can't improve the efficiency and quality of learning and can't adapt to the information age.

Requirements for future teachers. Information ability is the core of all elements of information literacy. Normal students must have strong information ability, otherwise it is difficult to stand in the information society.

In order to survive and develop.

4. Information ethics. Cultivating students to have correct information ethics courses

Raise, let students learn to judge and choose media information, and consciously choose.

Choose content that is useful for study and life, consciously resist unhealthy content, and do not group.

Organize and participate in illegal activities, and may not use computer networks to engage in information that harms others.

System and network security, activities that infringe upon the legitimate rights and interests of others. This is also a normal school.

The important embodiment of students' information literacy.

The four elements of information literacy constitute an inseparable unity.

The whole. Information consciousness is the forerunner, information knowledge is the foundation and information ability is the core.

Mind, information morality is the guarantee. Normal students, as teachers in the information age, improve

Their information literacy is also the most basic demand of education.

2. First, the game should have a certain purpose.

Games serve teaching and are bound to be closely related to teaching. When designing games, we should fully consider the difficulty and other teaching requirements. For example, when reviewing phonetic symbols, we can design a game: let two students wear consonant headdresses and build a "London Bridge" by hand, so that a group of students wearing vowel phonetic symbols can pass. When the whole class sings a sentence "London Bridge is about to collapse", as soon as the music stops, the "bridge" collapses. Whoever gets stuck in the "bridge" will play two consonants. There are many people involved in this game, so you can review the phonetic symbols well; At the same time, beautiful music pleases the body and mind and stimulates the excitement of the cerebral cortex, which is much better than simple spelling. For another example, when teaching to say hello in English, a game was designed to meet the seven dwarfs, and the game was accompanied by a cheerful March of Soldiers. When the students saw the familiar characters in fairy tales, they were in a hurry and scrambled to say hello to them with the sentences they had just learned.

Second, the game should be creative.

The purpose of playing games is to learn and consolidate knowledge and enliven the classroom atmosphere, but we should also pay attention to developing students' intelligence and cultivating students' ability in games. We can design some creative and challenging games. For example, show some abstract graphics on the computer and let students guess. Some students guess that the circle is a ball, an apple, an orange, a clock and so on. Some people guess the rectangle as a book, a photo, a map, a window, etc. For another example, after teaching all the sentence patterns in Book One, the teacher can show a picture in which two students are standing face to face, and then the teacher asks the students to practice deskmate dialogue on this picture and perform on stage. At this time, the students expanded their imagination, some asked about their age and names, some said hello to each other, some asked about the color of objects, and so on. The teacher tells the students what to say as long as they have something to say. Through this practice, students can give full play to their imagination and express themselves with the words or sentences they have learned, which not only cultivates students' imagination, but also reviews the knowledge they have learned before.

Third, the game should be flexible.

Flexibility means that we should pay attention to the timely and appropriate development of game activities in teaching, pay attention to the adjustment and grasp of classroom atmosphere and classroom rhythm in the game, handle the relationship between teaching materials and games flexibly, and don't form a situation of playing for the sake of games. For example, in the new teaching, some performance games can be inserted to disperse the difficulties and reduce the difficulty; When practicing, you can arrange some targeted games; When reviewing, you can carry out some comprehensive game activities and so on.

Fourth, the game forms should be diversified.

As the saying goes, "tricks can't be played for a long time." No matter how fun the game is, it won't be fresh after playing it a few times. This requires teachers to constantly design new games and constantly renovate the practice of games. For example, the game "Guess" can be used to learn words and practice sentence patterns. The teacher turned a picture back to the students and asked them to use the sentence pattern "Is it A"? Guess what this is? Another example is "driving a train". This game takes the form of relay, which can recite letters, count and review words. Ask students to say words or letters casually and pronounce them accurately. This can not only check students' pronunciation, but also give each student an opportunity to express himself and let him actively participate in classroom activities. Another example is guessing games, making phone calls, finding friends, delivering packages and many other games. In a word, only by constantly innovating design can teachers firmly grasp students' interest.

Practice has proved that the game teaching method can directly affect students' interest in learning. By using the unconscious characteristics of games, it can help students form correct learning methods and good study habits, help to turn the difficult into the easy, help to reduce students' burden, and meet the requirements of quality education.

3. In the course integration of information technology, as a cognitive tool, the overall ability goal of teaching is the same, that is, to cultivate students' "information literacy" and practical ability. However, the role of information technology is different for different disciplines. Therefore, information technology curriculum integration can be divided into three basic curriculum models.

1. Information technology course, taking information technology as the learning object (learn about it). As a specialized subject, the information technology course mainly studies the basic skills of information technology and the use of basic tools.

However, the information technology course is not only to learn information technology itself, but also to cultivate students' habit and ability to solve problems by using information technology. Therefore, we should also follow the principle of curriculum integration.

Reading, using information technology as a tool, and integrating it into practical tasks for learning. These tasks can be knowledge of other disciplines or social problems. Teachers should be flexible and innovative in task design. For the same knowledge point, under the premise of achieving the prescribed subject objectives, we should create different situational tasks for teaching according to different school environments, teachers' specialties and social backgrounds, and we should not stick to the materials provided by textbooks or reference books.

2. Integration with other disciplines, information technology as a teaching tool (reference). Students use information technology to study under the organization of teachers, and information technology is entirely for the teaching of other disciplines.

In this integrated mode, teachers and students teach and learn with the help of information technology. First of all, teachers analyze and process the teaching materials according to the teaching objectives, and decide what teaching content to present in what form, and present it to students in the form of courseware or web pages. After students accept the learning task, under the guidance of teachers, they use the information provided by teachers (or look for information by themselves) to carry out personalized and collaborative autonomous learning and use information technology to complete the task. Finally, teachers and students evaluate and give feedback together.

In the whole teaching process, students' subjectivity and individuality have been greatly reflected, and such a teaching atmosphere is very conducive to the cultivation of students' innovative spirit and problem-solving ability. Similarly, teachers play a leading role through the task of integration, helping students to learn through various forms and means, and further mobilizing their learning enthusiasm.

3. Research courses, information technology as a learning tool (learning with it). As active learners, students acquire and exchange information with the help of information technology in a way similar to scientific research, and finally complete the research task in the form of computer works.

The integration task in general research courses is not the content in textbooks, but the extension after class, and even social realistic topics, such as environmental protection and tourism. Subject setting should consider students' cognitive ability and age characteristics and adopt the principle of step by step. Generally, life practice activities are the main activities in the lower grades of primary schools, social comprehensive topics in the upper grades of primary schools, subject comprehensive practice activities in junior high schools and comprehensive subjects in senior high schools.

Research-oriented courses go beyond the traditional framework of single-subject learning. According to students' different cognitive levels, it completes the course objectives in the form of themed activities on issues of interest to students in social life. Through the subjective, exploratory and creative problem-solving process, students organically combine multidisciplinary knowledge, knowledge and experience knowledge, in-class and out-of-class, school and society, and maximize the harmonious and unified development of students' body and mind.

Judging from the characteristics of research-oriented courses, it highlights the students' subjectivity and participation process. In the whole research process, from the formation of the research plan, the implementation of the plan to the completion of the final task, students are independent, while teachers only give students general guidance on the methods of selecting topics, collecting and analyzing materials.