In the information society, children are faced with the temptation of more electronic products, including interesting games, vivid social software and interesting entrance exams. Inadvertently stole a lot of time from children. Moreover, many games or videos are full of violence and are not very friendly to the healthy development of children's body and mind. Therefore, parents should cultivate their children's ability to correctly apply information technology. 1. Cultivate children to use electronic products correctly and develop the habit of using their eyes reasonably. Educate children with electronic products, encourage children to imitate learning and develop in a good and healthy direction. On the other hand, there is another way to educate children at home. 2. The way to prevent children from indulging in games is not to prohibit children from playing games, but to let children understand the principle of game coding. This requires children to learn programming as much as possible between the ages of 5- 14. Children can design a game by themselves, but also exercise their logical thinking ability. 3. To guide children to form the habit of using electronic products correctly, it is necessary to cultivate their information technology processing ability and understand basic coding logic and mathematical algorithms. Let children truly realize functional use instead of indulging in play. All of the above require the cooperation of parents, and children are also required to contact children's programming learning as much as possible. I hope it helps you. Interested in learning children's programming can poke the link: /mit6 1/? Wechat bar
First, focus on cultivating primary school students' interest and awareness of information technology courses. As the saying goes, interest is the best teacher. At the beginning of the Information Technology Curriculum Outline for Primary and Secondary Schools, it is pointed out that the main task of information technology curriculum for primary and secondary schools is to cultivate students' interest and awareness of information technology, so that students can understand and master the basic knowledge and skills of information technology, and understand the profound impact of the development and application of information technology on human daily life and science and technology. When teaching information technology courses in primary schools, we should make use of the situation to cultivate the interest of prospective students. 1. Stimulate students' interest with practical games. Games always attract people's attention and bring people fun. There are many examples of using game teaching method in primary school curriculum, and the teaching of primary school information technology curriculum is no exception. It has unique advantages to introduce game teaching method into the teaching of information technology courses in primary schools. Based on this, the author can always boldly adopt the game teaching method in the teaching process. For example, it is difficult and boring for primary school students who are new to computers to teach keyboard functions and fingering training according to traditional methods. We might as well use Jinshan typewriter, one of its functions is to help students quickly get familiar with the key structure of 26 letters on the keyboard and the functions of the corresponding function keys. In fingering training, primary school students see colorful English letters on the screen, and their interest in learning suddenly rises, and they quickly look for the corresponding letters on the keyboard. Once the input is wrong, the computer will immediately issue a warning sound. Whenever the operator successfully breaks through the barrier, the computer will also appear the words of encouragement, and the words of re-practicing or entering the next level will appear, from which students can taste the joy of success. In order to succeed, primary school students will try their best to improve the input speed and accuracy. At this time, the teacher followed the trend and told the students that if they want to greatly improve the input speed, they must master the correct fingering, and the students will have the desire to learn fingering well. The original boring fingering practice, through the game, stimulated students' interest in practicing. 2. Use appropriate methods to cultivate students' interest. Primary school information technology course is an operational subject with strong practicality and innovation. It can't completely adopt the same teaching mode as other subjects. We should adopt teaching methods that are in line with the characteristics of information technology courses in primary schools, so that students can learn and master information technology-related knowledge and skills unconsciously and step by step in imitation and innovation. Task-driven teaching mode is a mode that can stimulate students' interest in learning information technology courses. For example, when teaching Word "Illustration", students are presented with exquisite works made by students before, such as calendars with students' own photos, birthday cards and so on. Seeing these works, students will think, "Can I make such works?" The teacher cut to the chase at the right time. "These works are all made by Word, and you can definitely make them, and you must do better than these works"; Then teachers can design a series of tasks from simple to complex and from easy to difficult around these illustrated works, and guide them to analyze these tasks, so as to get clear ideas and methods to complete these tasks, and students will be eager to take action. Creating learning scenes closely related to students' life in this way can fully stimulate students' enthusiasm, lay a good emotional foundation for gradually completing tasks, and then achieve the goal of completing teaching tasks with high quality and efficiency. 3. Life-oriented teaching content enhances students' interest. The main purpose of primary school students learning information technology is to apply information technology, which can be used for study, entertainment and life. 20 12 in may, the professional Committee of information technology education of China education technology association issued the information technology curriculum standard for basic education (version 20 12). One of the external manifestations of students' literacy mentioned in this standard is "the ability to express opinions, exchange ideas and cooperate to solve practical problems in study and life on the basis of familiarity with and application of technical conditions and environment". Therefore, teachers should have the ability to teach information technology courses in primary schools. For example, in the teaching of "sending and receiving emails", we can make a big fuss about some festivals. For example, let primary school students write an email to left-behind classmates or disabled children around their children on June 1; Before and after Mother's Day, write an email to your mother and talk to her privately. Before and after Teacher's Day, let primary school students write an email to their teachers to thank them for their education and training over the years, and so on. Let primary school students connect information technology with daily life, apply what they have learned, feel the fun brought by information technology classes and enhance their interest in learning.
Second, from the teaching method, change "teaching fish" to "teaching fish". As we all know, the content of information technology courses changes rapidly, and students can't always master new knowledge of information technology through teachers. Therefore, it is very important for teachers to teach students learning methods. From primary school, it is necessary to train primary school students to learn information technology, guide them to learn independently, and constantly update the knowledge structure of information technology through independent learning to meet the needs of information technology development, and change "teaching people to fish" into "teaching people to fish". In the teaching process of information technology courses in primary schools, we should constantly guide primary school students to master some thinking methods of problems and guide them to complete various learning tasks from multiple angles and channels. In view of the characteristics of little theoretical knowledge and many operational practices in primary school information technology courses, the majority of information technology teachers should do a good job of inspiration and guidance, and encourage them to complete their tasks in an independent and cooperative way. 1, natural integration, cleverly strengthen the integration of disciplines to carry out interdisciplinary activities, find the integration point, and realize the organic integration of information technology learning and information technology application. As long as you are good at digging, foreign languages, mathematics and other disciplines can be skillfully integrated with information technology. For example, the puzzle games in our school computer room are all in English. In order to play these games, students must use online translation tools to translate the meaning of English menus when they encounter words they don't understand. With the help of games like "word linking", students can remember words; In mathematics oral practice class, students help teachers download and install oral practice software, and conduct oral practice training in class; In Chinese subject, students make excellent compositions in class into exquisite electronic tabloids, print them out and post them in the class window ... Consciously using information technology to assist the study of other subjects is undoubtedly the highest realm of subject integration. Integration should reflect the characteristics of information technology and other disciplines. Integration is not a simple addition or substitution, but an organic integration with other disciplines for effective teaching and learning. In the process of integration, we should embody the concept of students' development and the spirit of curriculum reform, and pay attention to the cultivation of students' autonomous learning, collaborative learning and inquiry learning ability. 2. Virtual tasks to strengthen the application ability. Network resources are all-encompassing, and students' future work and life must be inseparable from the network. In order to cultivate students' skills and awareness of using network resources, students can find, integrate and express the obtained information through virtual tasks in teaching, pay attention to guiding students to screen and identify network resources, bring excellent materials for their own use, and discard bad resources. For example, in the second lesson of network roaming, I designed a virtual task-"Travel! Please come to Nantong, and let the students introduce the cultural landscape of Nantong to others as small tour guides. The materials used can be obtained through personal experience or through Baidu search on the Internet. Finally, as "tour guides", they can introduce a scenic spot that they think is the most distinctive in the class. In this way, students' ability to acquire, process and transmit information has been well exercised, and their information literacy has been improved. As a means to support lifelong learning, information technology has laid the necessary foundation for studying, working and living in the information society. 3. Write a course to cultivate the ability of operation and expression. Information technology is a subject with strong technical flavor. Teachers should try their best to increase its "humanistic flavor". Let's try to let students write illustrated software courses, and combine technology with writing organically, which not only enables students to master technology, but also cultivates the abilities of language expression, Chinese character input and text typesetting. For example, in a teaching session, after mastering the retouched photos of Meitu Xiu Xiu, a student made a New Year's calendar with his own photos, which won a full house applause. I seized the opportunity to guide her to write out the production method step by step, and taught her to take screenshots with the print key, then paste them into Word as illustrations, and finally cut and add notes. After writing the manuscript, I encouraged her to send the article to the mailbox of "Computer Newspaper for Primary and Secondary Schools" by email, and the article was published half a month later, which caused quite a stir among teachers and students. This action not only stimulated the creative enthusiasm of this student, but also stimulated other students' interest in learning information technology.
Third, carefully organize the teaching content and pay attention to the ability training. In the teaching of information technology courses, we should not only teach students computer knowledge, but also use computers as a tool for study and life. We should vigorously cultivate students' ability to find, analyze and solve problems by using information technology, as well as their ability to learn independently by using information technology. 1, focusing on "double basics" and basic ability training. The so-called "double base" is actually the basic concept and basic operation. The basic concepts in the primary school information technology course mainly explain the general situation of computer system development, the composition of computer system, the concept and prevention of computer virus, the basic concept of Windows and the process of information acquisition, processing, management, expression and communication. And the basic operation mainly explains the basic mouse and keyboard operation, the simple processing of words and pictures, and the ability to use CD-ROM and network resources to assist learning and participate in network communication activities. Therefore, standardized language and terminology should be used in the "double-base" teaching, which is very important for students to learn information technology in the future. For example, when teaching "Operating Computer" and "Knowing My Computer", we should strictly regulate students' expressions about five basic mouse operations: pointing, clicking, double-clicking, right-clicking and dragging, and promptly correct words such as "clicking, clicking and mouse missing (in fact, cursor missing)"; Teachers should let students know the differences between such confusing terms as window, dialog box, toolbar, taskbar, OK and application. Don't confuse "select" with "select". select means to mark and "select" means to execute the command. In word operation, teachers often say "select a paragraph" and "select edit menu" as "select edit menu" ... these casual words will disappear in class. 2. Make good use of rhetoric and strengthen practice. At present, with the deepening of the new curriculum reform, the voice of strengthening quality education and innovative education is getting higher and higher, and the cultivation of students' survival ability and practical ability is put forward again. It has a unique advantage to strengthen students' ability in information technology course, which is very beneficial to cultivate students' speaking ability, practical ability and thinking ability, and to strengthen students' thinking training. For example, when teaching "The Composition of Computers", students can compare computers to people by analogy and rhetoric: people can obtain external information through their eyes, ears, mouth and nose; Information can be stored through the brain; Processing information through the brain; The nerve center is the core; The output information can be through the mouth, face, etc. Computer input devices (such as keyboards, microphones, scanners, etc.). ) equivalent to human eyes, ears, mouth, nose, etc. Memory (such as memory, hard disk, U disk, etc. ) is equivalent to storing information in the human brain; Output devices such as monitors, printers and sound boxes are equivalent to people's mouths and hands. After students have a certain understanding of the computer hardware system, instruct them to connect the hardware of memory, hard disk, CPU and other components to the motherboard in turn, and then connect the keyboard, mouse, speaker and display. This not only cultivates students' brain and hands-on ability, but also allows students to accept "boring" knowledge in pleasure. 3. Scientifically guide and cultivate students' divergent thinking. Information technology textbooks are simplified software help, and software help files are actually systematic textbooks. Usually, the software will bring its own detailed help documents to guide students to read information technology textbooks, guide them to think positively, help them learn to consult help documents, seek help when encountering problems, cultivate students' self-learning ability from nuances, and then cultivate their lifelong information technology application ability. For example, in the course of "Word Input Symbols", students can input documents containing various special symbols. After encountering the special symbols that can't be input, some students raised their hands to ask questions. Instead of teaching students specific methods directly, remind students to press F 1 to open the help file, enter "special symbols" to search for solutions, and then enter special symbols according to the methods provided in the help. In this way, students not only learned the input methods of special symbols, but also obtained the methods to solve problems, recognized the importance of help files, and extended and expanded the teaching. Of course, there are many ways and forms to cultivate primary school students' information technology application ability, which need to be accumulated by the majority of information technology teachers in teaching practice, summarized in research and improved in use. This kind of accumulation, summary and popularization will not happen overnight, and it will take a long process. The author firmly believes that as long as we constantly stimulate students' interest in teaching and practice, encourage students to make unremitting efforts, further improve the teaching mode, and let students learn information technology with full enthusiasm, the application ability of information technology of primary school students will be greatly improved, which will certainly lay a good foundation for their future study and development.
In the development of preschool education, the construction of teachers' information literacy determines the development effect of education. Preschool education, as an important platform for cultivating educational talents, bears important responsibilities and missions and is an important part of vocational education. This paper analyzes the importance of pre-school education students mastering the application ability of information technology, investigates the pre-school education teachers' mastery of information technology in Shaanxi Vocational and Technical College, and takes effective measures to improve the development skills of pre-school education students.
Information technology refers to the information expansion mode formed under the technical guidance and implementation methods of information science. In the modern education system, information technology can better transmit information and strengthen the transmission, storage, analysis and processing of different knowledge systems by means of computer and network communication. This educational power has also been deeply reflected in preschool education. As early as 201165438+February, the Ministry of Education issued "Professional Standards for Preschool Teachers (Trial)", which clearly pointed out that preschool teachers should have the corresponding ability to deal with modern information technology, that is, preschool teachers should learn information technology well and further apply it. In order to enrich the classroom content of preschool education, we should extend from offline education to offline teaching, and gradually integrate teaching resources, so as to stimulate children's curiosity and thirst for knowledge, mobilize children's various senses, and further improve the teaching quality.
In the modern education system, preschool education is the theoretical basis of lifelong education in China. Children's physical and psychological age is not yet mature, and more intuitive education methods are needed to maintain their concern and persistence in knowledge. Teachers need to expand diversified teaching methods with comprehensive visual and auditory modes to fully stimulate children's interest in learning. The characteristics of modern information technology just meet this requirement. Teaching informatization can improve the flexibility of teaching in an intuitive and visual way, make children feel happy in learning and stimulate their enthusiasm for learning, so as to make learning change from passive to active and let children master knowledge and skills more effectively.
1. The information technology professional ability that preschool education students should have.
Under the background of the development of new media, students majoring in preschool education should not only master all kinds of professional knowledge, but also be familiar with all kinds of information processing methods in preschool education, including the operation and use of computer software, as well as the understanding of teaching modes such as "cloud classroom" and "flip classroom education". Fundamentally speaking, the information literacy that pre-school education students should have includes: fully aware of the importance of information in today's times, knowing which information technologies can promote education and teaching activities, which is conducive to children's acceptance and understanding; It can effectively integrate information technology into teaching and build a more open, harmonious and harmonious preschool education development system.
2. Problems existing in the application of information technology for preschool children.
How to cultivate preschool education talents with information technology ability to adapt to the "internet plus preschool education" model has become a major challenge for preschool education talents training. Through questionnaires and interviews, we found that the students majoring in pre-school education in our college are weak in information technology application ability, and the main problems are as follows:
2. 1 Lack of awareness of information technology application.
Learning attitude determines the effect of learning. Preschool education students have a weak understanding of the educational function of information technology, which should be the main reason that restricts students' application of information technology. Pre-school students' perceptual thinking is greater than rational thinking, and the logic and systematicness of thinking are poor. They think that preschool education majors only need to master professional knowledge in five fields, and information technology classes are just surfing the internet, chatting and playing games for them. It is a relaxing course in the learning process, which is dispensable. This wrong development cognition leads to the difficulty of information technology education integration. Students' awareness of independent research is not strong, and they are lazy to use their brains and hands. Instead, I hope to solve the problem simply through online collection and "Baidu".
2.2 Information technology application ability is uneven.
Under the background of uneven economic levels in different places, students in some cities with higher living standards have been exposed to information technology courses for a long time, while in some remote rural areas, due to the limitation of hardware conditions, students simply have no chance to receive systematic information technology education. The students majoring in pre-school education in our college have different degrees of mastering information technology knowledge because of their different places of origin.
2.3 resource acquisition and processing capacity is not enough
It is found that the application of information technology facilitates the organization and teaching of preschool teachers' teaching activities. In the teaching process, teachers often apply it to image processing and animation, as well as the editing and synthesis of sound and video, and these operations need to prepare corresponding materials, but we often encounter a problem, that is, how to strengthen the integration of educational resources in a short time.
3. How to expand the development path of pre-school students' information technology ability
According to the analysis, we can see that the development path of preschool education informatization in our college is relatively narrow, and there is an embarrassing situation in promoting the construction of modern education system. In view of the present situation of information technology application ability of preschool education students in our college, we must strengthen the reform from the following aspects to solve this problem.
3. 1 Help students understand the importance of information technology ideologically.
In preschool education, educational consciousness refers to people's understanding and views on education. In order to shape the information technology ability of preschool education students, teachers should change students' traditional learning concepts based on their own reality. First, teachers should let students understand the importance of cultivating preschool education professionals, let students feel the value and hope of condensing in this major, and fully mobilize students' learning enthusiasm, so as to condense a harmonious relationship between teachers and students and build a harmonious teaching classroom. Second, teachers should popularize all kinds of information dissemination technologies and methods widely circulated in society, so that students can understand the development and changes of modern information technology and its influence on today's education field, so that students can feel the magic of information education technology and help them further mobilize their enthusiasm for learning. Thirdly, in cultivating students' learning consciousness, teachers should try their best to use online teaching and distance education to cultivate students' problem-solving consciousness and ability, and enhance students' professional quality in a subtle way.
3.2 clear objectives, reasonable adjustment of course content
Adjust the course content under the condition that the total class hours remain unchanged, reduce the proportion of theoretical knowledge in teaching, increase students' practical ability and students' computer practice and extracurricular practice, so that students can reach a balance in the cycle of "theory-practice-re-practice", so that students can master advanced computer operation knowledge in time, master the cutting-edge skills currently applied to preschool education, broaden their knowledge horizons and cultivate their learning enthusiasm, thus further clarifying the teaching objectives of information technology.
3.3 Set different levels of learning tasks for different student groups.
As we all know, the mastery of students' information technology ability is not achieved overnight, but a gradual development process. Therefore, teachers should put an end to the one-size-fits-all approach, carry out the integration of various courses in a targeted and planned way, and set knowledge as the basic layer, core layer and expansion layer according to the different levels of knowledge mastered by the group, so as to truly teach students in accordance with their aptitude. Because there are some individual differences among students, teachers should aim at this point, set up different educational levels of "easy to difficult", and combine the characteristics of students' own hobbies to encourage students to expand after class, so that every student can get the maximum development. For example, for students who have great difficulties in learning information technology, basic teaching should be designed step by step; For students with general difficulties in learning information technology, carry out high-level teaching; For students with less learning difficulties, we should adjust measures to local conditions and carry out professional upgrading teaching from person to person.
3.4 Use group-assisted learning methods.
In the group, students with relatively good foundation are appointed as group leaders. Through cooperative teaching mode, cooperative learning is formed between students with learning difficulties and gifted students, and students with poor learning foundation in the group are encouraged to take the initiative to teach. Give full play to the unique advantages of cooperative teaching, help students to define their learning orientation, better understand the problems encountered in their studies, form a good style of study that is enthusiastic and helpful among students, guide everyone to exchange learning experiences, and jointly achieve * * * growth and progress, and form a harmonious learning atmosphere.
3.5 Reasonable increase of teaching knowledge points
Through investigation, we know that kindergarten teachers should have the ability to collect and process pictures, music and videos and the ability to develop courseware. It can be said that mastering modern information technology has become the basic skill of kindergarten teachers in the new era. Therefore, the use of Photoshop, Formatter, Goldwave, Premiere, CamtasiaStudio, Auditon and QQ audio and video of flash should be reasonably increased in daily teaching content. By cultivating students' ability to use software, the teaching knowledge is richer and the knowledge system is more perfect. At the same time, in the creation of teaching knowledge points, teachers should skillfully use computer information technology to make short flash animations to enhance the interest and benefit of the course. At the same time, we should comprehensively explore the trial of micro-courses, flip teaching and other modes, so that students can better accept the course knowledge and build a harmonious teaching relationship.
3.6 Encourage students to participate in information technology competitions
Competition is an all-round assessment of students' comprehensive ability. By participating in the competition, students can give full play to their knowledge and ability, and can change the training mode from single to multiple, which can not only stimulate the interest of preschool education students in participating in scientific and technological activities, but also guide students to play their own initiative and improve the quality of comprehensive information learning. Therefore, teachers should actively encourage students to participate in information technology competitions. By participating in "Computer Operation Skills Competition for College Students" and "Network Information Technology Knowledge Competition", students can maintain their enthusiasm for computer exploration, have enough interest in learning, actively participate in computer courses, help them establish a clear development goal of preschool education, and realize the all-round composition of students' professional quality.
3.7 Establish a scientific evaluation and assessment system.
In order to make the integration of information technology and curriculum more perfect, teachers should build a more scientific education evaluation system based on the current teaching situation. In the evaluation of students' professional knowledge, through the humanized evaluation system, we can ensure that students' growth and progress can be grasped and understood by teachers in time. Under normal circumstances, the learning skills of preschool education students are embodied in the form of "credit system", and its composition mode is often "test scores+usual scores+classroom performance". This assessment method is often only for students' professional subjects. In order to increase the scientificity of evaluation, teachers should also integrate the related contents of information education evaluation and overcome the disadvantages of single evaluation from different aspects from the perspectives of scoring form, evaluation standard and intelligent transformation. At the same time, teachers should form a comprehensive credit evaluation system according to students' test scores, daily performance, practical achievements and theoretical cognition. Through various grading systems, we can not only supervise teaching, but also measure students' information technology ability objectively and fairly.
4 conclusion
To sum up, in preschool education, students' mastery of information technology ability is not achieved overnight, but gradually improved and developed step by step. Therefore, educators should keep pace with the times and enrich the educational expression of information technology education from theoretical understanding, course content, learning methods and assessment mechanism. At the same time, in the construction of teaching knowledge system, teachers should combine the specific classification of preschool courses, design different teaching models at different teaching stages, accelerate the integration into the theoretical basis and teaching context of information technology, further improve the information technology literacy of preschool education students, and promote the all-round development of preschool education in China. Teachers set up WeChat groups and learn to communicate. Through information tools, teachers can upload learning materials or give students homework or answer questions or share books, websites and related computer skills learning software. Through information tools, students can download learning materials in the WeChat group to study or ask questions, exchange learning experiences or submit homework. In addition, teachers should often record micro-videos of classroom teaching and upload them to WeChat group to enrich the auxiliary materials for students' classroom learning. The application of information network not only allows students to study in class, but also can study outside class; Learn not only online, but also offline. Expanding teaching channels not only provides students with more ways to learn computer skills, but also provides effective reference for teachers to improve computer skills teaching methods.
To sum up, the demand of college students for the development of computer professional skills should be met through the professional and scientific guidance of teachers. Therefore, teachers should actively explore ways to improve the teaching ability of computer skills and use various methods to guide students' skills development in the teaching process. At the same time, with the accumulation, refinement and summary of the application experience of computer skills teaching methods, the continuous improvement of computer skills teaching methods is realized. For example, teachers can learn and practice computer skills teaching methods by enriching auxiliary teaching materials, making good use of network resources, combining with video materials, flexibly using efficient teaching methods, and perfecting evaluation system, and conduct in-depth research on computer skills teaching methods according to students' skills learning characteristics.