信息技术课对于技校学生来讲有较强的吸引力,但学习动力更多来源于娱乐而非真正的学习,他们喜欢自由上网、聊天、玩游戏等,造成教学目标与学生的内心反应似乎成了不可调和的矛盾。课堂教学很多时候处于低效状态,因此,如何协调这对矛盾,让学生学有兴趣、学有所得、学得快乐。为此在教学实践中进行深刻的探究和思考,下面结合教学实例来谈谈提高有效教学的几点策略。一、情境导入,有效教学的“前奏”上课一开始可以设置有效的问题引导,将学生引入教学情境,让学生感到新奇、愿意学、喜欢学。学生的质疑、求知欲望被激发起来了,作为教师当然就可以顺水推舟,将学生带入知识的海洋了。例如,在“信息的获取”一节的教学中,我是这样设置教学情境的:视频展示国庆60周年大阅 Information technology class is very attractive for technical school students, but the learning power more from entertainment rather than real learning, they like to surf the Internet, chatting, playing games, etc., resulting in teaching objectives and the students’ inner reactions seem to be into The irreconcilable conflict. In many cases, classroom teaching is inefficient. Therefore, how to coordinate these contradictions so that students can have interest, learn something, and have fun. To this end in the teaching practice of a deep exploration and reflection, the following combination of teaching examples to talk about ways to improve effective teaching. First, the introduction of context, effective teaching “prelude ” The beginning of the class can set an effective problem guide, the students into the teaching situation, so that students feel novel, willing to learn, like to learn. Students’ questions and curiosities are stimulated. As a teacher, of course, they can push their boat to the sea of ​​knowledge. For example, in the teaching of “Getting Information”, I set the teaching situation like this: Video Show 60th Anniversary of the National Day