Cooperation is an indispensable way to realize the value of life. At the same time, we must pay attention to optimizing the internal structure of the team while cooperating, so that everyone can play his advantages, where he should be, do a good job, and handle the team relationship. The overall function is maximized, allowing the team to make the strongest voice and benefit the growth of everyone on the team.
I. Basic characteristics of cooperative learning in high school information technology courses
"Cooperative learning" is a kind of teaching method that China began to promote nationwide in the 1990s. Information technology is not only an independent branch of discipline, but also the basis for the development of all disciplines. In the process of high school information technology course education, to strengthen the "cooperative learning" teaching concept, we must adhere to the "people-oriented" teaching philosophy. According to the difference of learning ability and learning style of each student, differentiated teaching is carried out, and the basic method of computer operation is applied to the daily information technology course with the teaching method of teaching and learning.
The high school information technology course is a compulsory course for ordinary high schools in China. This course is highly utilized by Internet technology. Teachers use a new multimedia teaching method that combines images, texts and sounds to change the simple written teaching in previous teaching activities. form. Through the "cooperative learning" method between teachers and students, through mutual communication and learning, students can timely reflect the difficult knowledge points in the course learning to the teachers, and the teachers can also grasp the students' psychological trends in real time.
Second, the specific method of cooperative learning in high school information technology teaching
1. Scientific division of labor is an important prerequisite for group cooperative learning.
It is an important prerequisite to conduct group cooperative learning and establish a scientific and reasonable study group. In teaching practice, I mainly start from the following three aspects:
(1) Student stratification. At the beginning of the semester, teachers can use the survey, observation, interviews, exams and other means to understand the differences in students' information skills and learning attitudes, stratify students, and divide students into three categories: “excellent, good, weakâ€. level. This layering process should not let the students know, as long as the teachers have their own minds. Of course, these three levels are dynamic, because the level of learning of students has progressed. (2) Student grouping. The stratification of students is to better group students. According to the group homogeneity and group heterogeneity grouping, the students are divided into several study groups. The number of each group is controlled by about 5 people. It is difficult to manage, and too few people are not conducive to group cooperation. Of course, the team members are not static, teachers can adjust the composition of the team members at any time according to the student's learning performance. The success or failure of group cooperative learning has a great relationship with the team leader. Therefore, teachers should carefully select students with good skills and strong organizational coordination as the group leader, responsible for the division of labor within the group and the effective promotion of the learning process. (3) Division of tasks. The basis and premise of group cooperative learning is the self-learning activities of the group members. On this basis, the teacher should guide the group leader to do the decomposition and division of tasks according to the subject of the inquiry or the specific tasks, so that each team member can do something. Do, give full play to the value of the individual in the group, so as to avoid the group phenomenon of learning to become a singular phenomenon of eugenics.
2. Selected collaborative learning content
The key to effective group collaborative learning activities is to choose the right learning content. Although group cooperative learning is a teaching mode advocated by the new curriculum standard, not all teaching contents are suitable for adopting this teaching mode. Teachers should use it selectively. If they are used or abused, they cannot play their due role. It may even be counterproductive. Therefore, in the teaching of high school information technology, teachers should carefully prepare lessons, according to the specific teaching content, students' cognitive situation and teaching environment, choose the content with discussion value as the theme of cooperative learning, and the content of the discussion must have certain Difficulty. For example, when learning the content of "making e-newsletter", because the learning content is more difficult, the production process is more complicated, so it is more difficult for students to complete a single piece of work. If you break this job into different small tasks, carry out group cooperative learning activities and give full play to each student's specialty (if some students find information, some students check pictures, some students are responsible for technology), then each team member They can actively participate in the learning. Under the sense of responsibility and stage achievement, they can successfully master the learned knowledge and achieve the expected learning goals. In summary, in the teaching of high school information technology, teachers should understand the cooperation needs of students and selectively let students conduct group cooperative learning. For simpler learning content, such as font design and picture insertion in Word, students can complete it independently. For the problem of “difficulty†for students, let the students cooperate and solve the problem; for the problem that the students “can’t do itâ€, the teacher should Help them solve.
3, based on students, point-based, subjective evaluation of cooperation
The completion of cooperative learning requires the joint efforts of the team members, and the guarantee of the student's subject status can reflect the commonality of their learning. In cooperation, teachers should clarify the roles of students and themselves, organize the grouping of students, assign tasks and promptly guide, avoid simple explanations, use students' own abilities to complete tasks, and encourage students to participate and ensure the main body of students. Status enables students to discover problems, analyze problems collectively, effectively integrate opinions, and ultimately solve problems. For example, when learning "comprehensive use of data structures", teachers can set up "unlocking puzzles" for students to guide students' step-by-step thinking and analysis. The students in the group actively focus on "topic description - mathematical model - mind map - data structure - Algorithm Design" to explore; then in the comparison between groups of students, the "algorithm evaluation - algorithm improvement - divergence method - integrated induction" discussion, so that students can see their own strengths and weaknesses, timely implementation of the team's program Adjustment and improvement, step by step to complete their own tasks, master the basic knowledge, skills and methods of information technology, and comprehend the exploration ideas, so that students can accumulate more knowledge and experience in the continuous exploration, and truly achieve a thick accumulation.
In short, the group cooperative learning model is a teaching model strongly advocated by the new curriculum education reform. As a high school information technology teacher, we must fully realize the application advantages of this teaching model in the information technology teaching classroom, and vigorously explore and Summarize a variety of group cooperative learning strategies that meet the characteristics of students' learning and the content of teaching materials, so that the teaching quality of high school information technology courses will be greatly improved under the impetus of this teaching mode!
(Linyi Middle School, Shanxi Province)
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