Improve the effectiveness of information technology classroom-毕业论文翻译.docVIP

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Improve the effectiveness of information technology classroom-毕业论文翻译.doc

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Improve the effectiveness of information technology classroom-毕业论文翻译

Improve the effectiveness of information technology classroom Abstract: The application of information technology in today’s society more and more extensive information technology education in schools was also mentioned a very important position. Short tens of minutes in class, how to improve teaching efficiency? Combination of classroom teaching some of the problems often encountered in from students interested in training, maintenance of classroom discipline, school-based curriculum development, the introduction of game links, etc. to improve the efficiency of classroom teaching of a number of empirical and summary. Keywords: efficiency of information technology classroom-based curriculum 90 20th century, information technology as a new subject into the primary and secondary education areas. Information technology teaching, often encounter this or that phenomenon and problems, how to improve the efficiency of information technology classroom has been the problem of teachers on frontline . After years of teaching practice, through the exploration and exploration, and ask the experts, I have the following sentiment: First, pay attention to the cultivation of student interest in learning Information technology teaching in primary schools, I found this question: With age, the interest of information technology students getting lower and lower. Four years of information technology in the learning process is what makes what happened so much the students change? After three hundred students of the school survey and the feedback questionnaire, I found a few main reasons. Let us look at the questionnaire feedback: That “not enough humor, language teacher, teaching one, can not attract students interested in” three to six grades of students were 7%, 8.4%, 12%, 23%; that “the classroom disorder, affecting classroom teaching” students three to sixth grade were 25%, 20.7%, 21%, 16%; that “textbook knowledge structure is relatively backward, and eager to lear