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以学定教就是依据学情确定教学的起点、方法和策略。与传统的以案定教、以教定教不同的是,以学定教准确地突出学生主体,真正注重从学生角度出发,设计课堂教学,因而在提高教学实效方面具有显著的作用。传统的小学信息技术教学中,教师多从自身角度出发,未充分考虑学情,如学生的信息技术认知水平、兴趣爱好、学习习惯等,因而课堂教学中学生参与度不高,教学实效也难以得到提升。基于此,本文拟结合苏科版小学信息技术教学实例,深入分析如何将以学定教
To learn to teach is based on learning to determine the starting point, methods and strategies. Different from the traditional case-based teaching and pre-trial teaching, the main body of the teaching is precisely fixed by teaching, and the real emphasis is on designing the classroom teaching from a student’s point of view. Therefore, it plays a significant role in improving the effectiveness of teaching. In the traditional information technology teaching of primary schools, teachers start from their own point of view and do not fully consider the learning situation, such as students’ cognition level of information technology, hobbies and interests, learning habits and so on. Therefore, the participation of students in classroom teaching is not high, Be promoted. Based on this, this article will be combined with Suke version of primary school information technology teaching examples, in-depth analysis of how to learn to teach