本文展现了一个对学生心理进行了透彻分析后的“另类”教学过程。教学的内容是两课合一,但又不仅仅是一个简单的“整合”问题;不仅寓德于教、生趣启智,而且在课型上又是活动课、研究课和学习心理课的有机融合。 比如,“宏”是Word中一个很难说明的知识点,教学中普遍是回避的,而文中的做法是贴近学生的心理,将这些技术难点的学习融合在趣味性的故事当中,并引导学生学以致用。 另外,文章以少年鲁迅为研究视点,把人文、道德和技术结合在一起,对网迷的规劝等思想是积极的,且感染力强,容易为学生所接受,是“大话”作品中为数不多的佼佼者。 至于对语文课教学的效应,我个人觉得除了可以提高学生学习鲁迅作品的兴趣,至多还能表示读文章是可以“模仿+创造”的。但后来与语文老师交流,竟然有不少人觉得在文学人物角色塑造上的“比较研究”价值不菲,对学生写作能力的提高有一定帮助。我没教过语文课,但也有些恍然大悟的感觉。 有人说,能否与化学、物理一起教IT,我不知道。这就看各位老师的见解了。 This article presents an “alternative” teaching process after a thorough analysis of student psychology. The content of the teaching is a combination of two classes, but it is not only a simple “integration” problem; it not only implies morality, teaching, and learning, but it is also organic in activity classes, research courses and learning psychology classes. Fusion. For example, “macro” is a very difficult knowledge point in Word. It is generally avoided in teaching. The approach in the text is close to the student’s psychology. It integrates the learning of these technical difficulties into interesting stories and guides students. Apply what you learn. In addition, the article uses juvenile Lu Xun as the research point of view, combines humanities, morals, and technology. It is positive for the concept of persuasion and exhortation by net fans, and has strong appeal and is easily accepted by students. It is one of the few “big-talking” works. The leader. As for the effect of language teaching, I personally feel that in addition to improving students’ interest in learning Lu Xun’s works, at most, they can express that reading articles can be “imitation + creation.” However, after the exchanges with the Chinese teachers, many people thought that the “comparative study” of literary personages was of great value and helped the students’ writing ability. I haven’t taught language classes, but there are some feelings of sudden realization. Some people say whether I can teach IT with chemistry or physics, I don’t know. This depends on the opinions of the teachers.