论文部分内容阅读
在高中信息技术操作课上实施任务驱动教学,由于学生之间存在着知识基础差异、认知差异、思维水平差异、学习态度差异和个性差异,课堂上常常会遇到阻碍:学生操作水平参差不齐,完成任务进度差距较大,部分学困生甚至自始至终没能参与进来。笔者在任务驱动教实践中,充分挖掘和利用教师作品的启示、指导、归纳作用,作为学生自学、讨论和完成任务的向导,可以有效地帮助部分学困生快速把握学习目标,理清学习思路,从而提高学习效率。
The implementation of task-driven teaching in the information technology operation class in senior high schools often encounters obstacles in the classroom due to the existence of knowledge base difference, cognitive difference, thinking level difference, learning attitude difference and individual difference among students: Qi, the progress of the completion of a large gap between the task, some poor students even failed to participate in. In the practice of task-driven teaching, the author fully explores and uses the enlightenment, guidance and inductive role of teachers’ works. As a guide for students to study, discuss and complete their tasks, it can help some poor students to quickly grasp their learning goals and clarify their learning thinking , Thereby improving learning efficiency.