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随着网络运用和教育改革的不断深入,学生对信息技术了解和掌握出现不同程度的差异,所在学校是一所乡镇小学,班上学生信息技术水平存在较明显的城乡二元结构的层次性。由于家庭教育环境的不同,在文字输入、网络运用、学习兴趣等方面有一定差别。在小班化信息技术课堂上,教师有更多时间和方式组织实施分层教学,可以更好地因材施教,激活学生个性化学习,满足孩子个体发展的需要,培养学生创新能力和提升信息素养。结合教学实践,谈谈学情分层、教学设计分层、课堂教学任务分层、课堂评价分层等方面的做法与思考。
With the deepening of network application and education reform, students have different degrees of understanding and mastery of information technology. The school is a township primary school. There is obvious hierarchy of urban and rural dual structure in the information technology level of students in the class. Due to the difference of family education environment, there are some differences in text input, network utilization and learning interest. In the small class of information technology classroom, teachers have more time and ways to organize and implement the hierarchical teaching, which can better teach students according to their aptitude, activate the personalized learning of students, meet the needs of children’s individual development, cultivate students’ innovative ability and improve information literacy. Combined with teaching practice, talk about the stratification of academic situation, teaching design stratification, classroom teaching task stratification, classroom evaluation and other aspects of the practice and thinking.