初中生学计算机语言,常常会有一种既好奇又害怕的心理,他们想学编程,但又认为编程既深奥,又枯燥,难掌握。于是如何激发学生的兴趣、诱发学生学习的积极性就成为本单元教学的一个难点。而《音乐程序》这一节编程难度不大,趣味性较强,容易激发学生的兴趣,调动他们的积极性,使他们克服畏难情绪。因此,很多老师常常把这节课作为学习编程的引路课。然而教学效果却并非那么理想。这是因为:要上好这节课,需要老师和学生都要具备一定的乐理知识,在学生对乐理知识不太熟悉的情况下,45分钟内既要讲乐理知识,又要讲与之对应的 QBASIC 语法规则,内容太多,学生难以接受。这促使我从单纯的传授知识为主变为设计教学为主,从家长式的灌输者变为启发者,并通过多种信息媒体诸如语言、图形、声 Junior high school students learn computer language, often there is a curious and afraid of the mentality, they want to learn programming, but that programming is both profound, boring and difficult to grasp. So how to arouse the interest of students and induce the enthusiasm of students to learn has become a difficult point of this unit teaching. The “music program” section programming is not difficult, interesting, easy to stimulate student interest, mobilize their enthusiasm, so that they overcome the fear of emotion. Therefore, many teachers often use this lesson as a guide to learning programming. However, the teaching effect is not so ideal. This is because: to be good this class, teachers and students need to have a certain knowledge of music theory, students are not familiar with the theory of music under the circumstances, both within 45 minutes to say the theory of musical knowledge, but also to speak with the corresponding QBASIC grammar rules, too much content, students difficult to accept. This led me to change from purely imparting knowledge to design-based teaching, from a paternalistic inculpator to an enlightened one, and through a variety of information media such as language, graphics, sound