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学情是信息技术教师开展教学的重要依据,但教学过程中,部分教师对学情研究表面化、肤浅化,理论与实践脱节的现象比较突出,本文拟结合日常信息技术课堂教学,尝试从信息技术学科学情研究的“为何研”、“研什么”、“怎么研”等方面进行分析。信息技术课程应立足学生信息素养的养成,着眼学生的终身发展,注重学生信息态度与信息文化的有效内化,培养学生运用信息技术解决生活中的问题的意识与能力。而信息技术课堂教学正是学生的信息素养形成、信息能力培养的主阵地,能否有效分析学生的学情直接影响信息技术课堂的教学质量。
Academic intelligence is an important basis for information technology teachers to carry out teaching. However, in the teaching process, some teachers are faced with the superficial, superficial, and disconnected theories from practice. This article intends to combine daily information technology classroom teaching and try to learn from information technology. Learn the scientific research of “why”, “what to study”, “how to research” and so on. Information technology courses should be based on the cultivation of students’ information literacy, focus on the lifelong development of students, pay attention to the effective internalization of students’ information attitude and information culture, and cultivate students’ awareness and ability to use information technology to solve problems in life. Information technology classroom teaching is the main position for the formation of students’ information literacy and the cultivation of information ability. Whether or not they can effectively analyze the student’s situation directly affects the teaching quality of information technology classrooms.