In recent ten years, information technology has developed rapidly, knowledge economy has begun to take shape, and the competition for talents has become increasingly fierce. Social progress has put forward new requirements for basic education. With the development of campus network and the change of teaching concept, computer network technology has been applied to middle school classroom teaching, which has made a useful attempt to deepen the reform of basic education, develop students' personality and cultivate students' autonomous learning ability and creativity. I mainly talk about the practice of applying online classroom in high school history teaching.
With the development of modern educational technology and the popularization of cognitive learning theory, people increasingly realize that "students are the main body of information processing and the active constructor of meaning, and teachers must create a good learning environment and an ideal interactive model to promote the development of students' initiative, creativity and cooperation. "1999 with the development of campus LAN and the change of teaching concept, computer network technology has been applied to classroom teaching in our school, which has made a useful attempt to deepen the reform of basic education, develop students' personality and cultivate students' autonomous learning ability and creativity.
In the process of online teaching of history course in senior high school, students are no longer passive recipients of information, but active and active information processors and explorers. This is a process of acquiring new knowledge through students' own discovery. The discovery here is not to let students create new theories and doctrines unprecedented by human beings, but to let students capture, process and reorganize information with their own minds and acquire new knowledge through active exploration. Students' learning goes beyond the given information, and it is a summary and analysis of historical knowledge, obtaining historical concepts, exploring historical laws, solving new historical problems with concepts and laws, and judging and estimating the value of history. The focus of teaching shifts from teachers to students seeking answers.
The online teaching mode of history course we explore is mainly: providing learning resources and guiding autonomous learning; Create a network platform to display the results of self-study; Organize online discussion and learn cooperative learning; Set up network detection to consolidate and improve in time; Guide in-depth research and expand innovative thinking. A new model of "five links" network teaching.
The first link: providing learning resources and guiding autonomous learning.
Designing and making a good online teaching homepage is the premise and basic condition of a good online course. It not only provides students with a rich, three-dimensional and personalized learning environment, but also provides accurate, vivid and targeted guidance for teachers to increase teaching density in open channels and help students break through important and difficult points. The history group made full use of the "Kelihua" history teaching preparation system, the rich teaching resources of Northeast Normal University and TEDA platform, and a large number of information resources on the Internet, and boldly tried to design online teaching software. Up to now, the online teaching software of history has been completed, including the Industrial Revolution, World War I, the establishment of Versailles-Washington system, the Second Opium War, the Westernization Movement, the Revolution of 1911, the great strides in socialist construction, and the online testing of China's modern history, which has begun to take shape.
Most of the online history teaching software we make has the following characteristics: First, the purpose is clear. When designing the software, the first consideration is the principle of autonomous learning, such as providing detailed materials in the "learning guidance" of each chapter, so that students can understand the basic knowledge goals, ideological education goals, ability training goals and emotional education goals to be achieved in this section, and understand the key points and difficulties of this section, so that students can know fairly well. Second, the content is detailed and distinct. Around the contents involved in the textbook, select relevant information to extend it appropriately, and compile corresponding teaching columns according to the knowledge system of the textbook and the network teaching link. For example, "reading materials" are mainly textbooks, which are divided into big characters and small characters. Big characters are a required part of textbooks. Considering the difficulties or mistakes that students may encounter, we should supplement and explain the fine print in a targeted way, step by step. "Pictures and charts", "video materials" and other columns allow students to walk into the past time and relive historical events. The columns of "expert comments", "extended analysis" and "in-depth research" gather the wisdom of many historians to analyze and summarize a historical topic, thus opening students' minds. This design can not only stimulate students' interest, but also organically integrate students' perceptual knowledge and rational knowledge. After that, we also make full use of the campus broadband Internet access function, and selectively connect and log in related websites, such as friendly links with Tianjin Teaching and Research Network, Historical Fengyun Network, Historical World, Historical Starry Sky and other related homepages, so that students with spare capacity can further broaden their horizons and obtain more effective information. Third, build a platform to show the results of self-study. Such as reading notes, architectural system, students' works, etc., show that students use various tools such as word, PowerPoint, Dreamweaver and Flash to sort out the knowledge points in this chapter in the process of self-study, and according to their own experience, use their own thinking and cognitive methods to establish a "new" knowledge system different from the textbook system and "create" a "new". Fourth, the diversity of interaction and feedback. "Quality Test" and "Special Training" are online self-tests designed according to the differences of students' understanding ability and comprehensive ability. "Thematic discussion" and "online communication" provide students with a free, harmonious and democratic environment for cooperative learning, exchange of experience and debate.
Because the homepages designed and produced by teachers can provide students with colorful and illustrated learning information resources, the learning resources that students can obtain from the Internet are not only large in number, but also multi-vision, multi-level and multi-form. Compared with the traditional teaching with teachers or several textbooks and reference books as the only source of information, students have a lot of freedom to choose, and the freedom of choice is the premise and key of autonomous learning. In the network environment, students are no longer led by the only information source (teachers or textbooks), they can choose the learning materials they need from the information sources on the network homepage; Students can design and arrange their study according to their own actual situation, so that students can become the main body of study; Learning in the network can also combine the reception, expression and dissemination of information. Students can gain a sense of accomplishment through the objects they express and spread, thus further stimulating their interest in learning and learning autonomy.
In this link, teachers should leave enough time for students to study independently, so that students can study independently with questions and prevent "skimming water" and "skimming face". Emphasizing students' autonomous learning does not mean canceling the leading role of teachers. In the process of students' autonomous learning, teachers' guidance and regulation can not be ignored. Teachers can observe the screen information of each student's computer or the students' operation in time through the teacher's computer. When students have questions, they can ask the teacher questions or ask for help through the electronic hand-raising function of the student computer. Teachers will know the difficulty, quantity and rhythm of teaching information output in each link in time, and make appropriate adjustments to make it easy for most students to accept. For a few students who can't accept it at all, other measures should be taken to make up for it. When necessary, teachers can also go to a student for individual guidance to help students overcome ideological and learning obstacles and adjust their learning psychology and thinking activities to the best state. In the process of teaching, teachers can also control the operating contents and operating rights of all students or individual students through teachers' computers. For example, teachers who arrange self-study thinking problems and explain common problems can play them on the screen through the network, so that all the pictures on the students' computers can keep pace with the teachers' computers.
In this link, due to the friendly connection with the Internet, individual students sometimes wander in other systems without permission. Teachers should remind them in time and educate them to consciously complete the learning content as required.
The second link: build a network platform to show the results of self-study.
Computer courses are generally offered in high schools now. With the rapid popularization of modern information technology education, students' ability to use computers has been greatly enhanced. They not only have a certain speed of text input, but also have mastered the methods of surfing the Internet, browsing, downloading and publishing information on the Internet. Designing, programming and making home pages are no longer the "patents" of PC enthusiasts. Many students are not only very familiar with computers and networks, but also regard them as important tools for after-school study, information acquisition and communication. Under such conditions, most students are willing to study independently under the network environment and boldly try to design, make and display their own self-study results. To this end, we designed columns such as "Reading Notes", "Architectural System" and "Showing Students' Works" to show students' learning achievements in the process of self-study. They used various tools such as word, PowerPoint, Dreamweaver and Flash to sort out the knowledge points in this chapter, and based on their own experience, they used their own thinking and cognitive methods to establish a "new" knowledge system different from the textbook system. Stimulate students' innovative thinking and practical ability by showing their self-study achievements.
In this link, it is best to cooperate with the computer teacher. The history teacher uses the content displayed in the history class, and the computer teacher uses the information technology class to guide the production techniques and methods. This not only solves the problem of insufficient time in history class, but also provides rich and operable practice content for the computer, achieving the same effect. When displaying students' self-study achievements, it is best to let students introduce their own design ideas, which can not only achieve the purpose of communication and reference, but also improve students' language expression ability, enjoy the joy after success, and further mobilize students' enthusiasm and initiative in learning history.
The third link: organize online discussion and learn cooperative learning.
In the process of network teaching, the communication between students and teachers, students and students is very important. Communication in classroom teaching environment is limited by time and space. Using computer network teaching can not only provide a suitable environment for students' personality development, but also create a good cooperative learning space for students. Therefore, when we design the history network software, we pay special attention to the combination of autonomous learning and group activities, and open up columns such as "group discussion", "special discussion" and "online communication", so that everyone can discuss, communicate and debate online between teachers and students, between students, between groups and between pros and cons around a certain problem, so that everyone's ideas (students and teachers) can be shared by the whole study group. Because it is conducted collectively in the online classroom, it can also give full play to the advantages of classroom teaching. When time is short or thinking sparks collide, it can also be demonstrated through language.
In this link, teachers have the functions of compiling and implementing regulation. Teachers had better give the established discussion topics to students before class, and guide students to use network information to find information, determine their own arguments and arguments, and form electronic manuscripts. In the online teaching activity class of the evaluation of the Revolution of 1911, the teacher arranged the teaching purpose, curriculum arrangement and overall thinking for the students two weeks in advance, so that the students could prepare carefully. On the basis of analyzing, comparing and summarizing relevant materials, students form their own understanding and basic views on the 1911 Revolution. With the cooperation of computer teachers, they use computer classes to make their main ideas into electronic drafts, so that discussions and exchanges can be targeted. In the classroom, one is to further enrich and improve one's views by browsing the online homepage provided by the teacher. On this basis, teachers organize students to voluntarily enter the most interesting window through the online discussion platform, and fully express their views and opinions on the positive role, negative role and enlightenment of the 1911 Revolution. In this link, on the one hand, teachers participate in the discussion, on the other hand, they remind students of the basic principles that should be followed when evaluating historical things, as well as the horizontal connection and comparison between domestic history and world history, and make an objective analysis. After a period of discussion, the teacher held an oral debate according to the students' different views, such as "achievement is the main thing, but there are obvious shortcomings", "failure is the main thing, but there are some achievements" and "50% merits and demerits", which once again aroused the spark of independent thinking and innovative thinking and led the discussion deeper. Through discussion and exchange, the students realized that although the Revolution of 1911 didn't complete the anti-imperialist and anti-feudal task and didn't completely change the semi-colonial and semi-feudal social nature, it overthrew the Qing Dynasty, ended the feudal autocratic monarchy system in China for more than 2,000 years, made the concept of democratic republic deeply rooted in people's hearts, made China take a difficult step in political democratization, and created conditions for the development of national capitalism, thus educating students to look at historical things dialectically and developmentally. Sometimes a network class needs to solve several cognitive problems, so we adopt the method of group discussion, group induction and arrangement, and then group communication. This will not only give every student a chance to speak in an effective time, so that the problem can be fully discussed, but also enable the whole class to sum up their own cognition and reach a consensus on the understanding of the problem.
In this "computer-computer interaction" activity, the discussion process becomes an interactive process of information transmission between teachers and students. The discussion between them and the collision of ideas are an excellent opportunity to generate sparks of wisdom. In such a free, harmonious and democratic environment, not only the creativity of students is greatly stimulated, but more importantly, students learn to learn cooperative learning and gain knowledge and experience by recognizing and refuting other people's views. It can be seen that the interaction of network information is conducive to giving full play to students' cognitive role, prompting them to conduct new research and exploration with greater enthusiasm, thus forming a virtuous circle and ultimately improving students' learning ability.
The fourth link: set up network detection to consolidate and improve in time.
In the traditional teaching mode, teachers can only learn about students' knowledge through their homework or after-class tests. In the teaching process, accurate feedback and regulation is an important aspect of teaching success and a key measure to realize the overall optimization of teaching process. Computer network teaching mode has powerful information feedback function. In the network teaching software, suitable test questions can be designed according to students' different levels. Teachers can use online feedback information to find problems in time, accurately analyze students' classroom knowledge absorption quantitatively and qualitatively, and explain common problems in detail. Give individual counseling to individual problems, so that students at different levels can gain something and give full play to each student's potential talents and talents. In order to enable teachers to timely and accurately analyze students' knowledge absorption in the classroom, we try to design two parts: network detection and statistics according to the characteristics of computer network teaching: students use the "detection" part and teachers use the "statistics" part, so that teachers can get feedback information in the classroom in time, find out the gap between students' behavior and behavior goals, and provide guidance for students' learning according to the results of diagnosis and measurement.
In this link, teachers should not emphasize the unified progress, so that students can master it themselves. When encountering a difficult problem, the teacher can prompt you in time and look for relevant information through the "Difficult Analysis" window. For common problems, teachers can also break through difficulties by organizing students' oral discussions and teachers' guidance.
Recently, we also developed a network self-test "Hundred Questions Training" about China's modern history for the review of the history final exam of Senior One. Students can not only choose any question to start, but also modify it at will before handing in the paper. When students hand in their papers, they will get feedback in time. After submission, they can not only show the completion time, but also show the correct rate and find the correct answer, so that every student can know his answer. At the same time, the teacher randomly observed "statistics" on the teacher's computer. In the process of students answering questions, with the students' answers and revisions, the corresponding answers in the table also appear or change, so that teachers can see the students at a glance. After learning about the test situation of the whole class, the teacher explained the common problems in depth and in detail. Individual counseling on individual problems can make students at different levels gain something and give full play to each student's potential, so as to achieve the expected teaching objectives. It can be seen that the feedback system is the link between teachers and students, and between students and textbooks.
The fifth link: guide in-depth research and expand innovative thinking.
With the rapid development of modern science and technology, the cycle of knowledge updating has been greatly shortened. Modern society needs education to adapt to it. The popularization of modern educational technology, especially the application of Internet, provides rich information resources, extensive communication and help, efficient and timely processing and other conditions for history inquiry learning. In the last link of history online teaching, we design and arrange related research topics as after-school homework, so that students can log on to the websites related to history research through the Internet, collect research-related materials, draw accurate conclusions through analysis and comparison, remove the false from the true, remove the rough and extract the essence, and gradually unveil the veil of history, which is to gain their own cognition and feelings in combination with social reality. For example, after the online classes of Westernization and the Revolution of 1911, students voluntarily organized themselves according to their own interests to establish research topics; Collect research materials through the Internet; Processing and analyzing the collected information by computer; Through social investigation and communication with others, we can get help from others and display research results through computers and networks ... In these research processes, students always participate in their own spirit and carry out research with a positive attitude. Under the guidance of teachers, capable students have also produced related websites such as Westernization Movement and the Change of the Eastern Bureau, Revolution of 1911 and Sun Yat-sen, and published web pages through campus history websites, allowing students to show their preliminary research results for others to comment and question, thus solving the problem more satisfactorily; Through network reference and communication, students can be inspired by other people's thoughts, thus generating new viewpoints and finding new ways to solve problems.
In this link, teachers will change from "imparting knowledge" to organizers of topics, emotional supporters, participants in learning, consultants of information and technical directors. Teachers will have greater responsibilities, not only to face knowledge, but also to face people and society. By participating in students' research study, teachers' comprehensive quality has also been sublimated and improved.
To sum up, online teaching basically embodies the teaching mode of "personalization", "collaboration", "feedback" and "research". Among them, the "personalized" teaching mode in the first and second links solves the problem of students' differences well, embodies and develops personalized learning, is conducive to giving full play to the initiative of cognitive subjects, and provides a space to show "personality development" in human-computer interaction activities, so that they can learn to learn independently and truly achieve teaching effects that vary from person to person. In the third link, the "cooperative" teaching mode focuses on the cultivation of higher cognitive ability, such as the implementation of learning objectives such as analysis, synthesis and evaluation. In computer-computer interaction activities, every student can participate in the research and exploration of problems and experience the fun of cooperative learning and thinking collision. The fourth link, the "feedback" teaching mode, focuses on solving teachers' mastery of students' autonomous learning and knowledge acquisition, and provides targeted answers in time. The fifth link "discussion" teaching mode is the expansion and divergence of classroom teaching content and mode. Under the guidance of teachers, students study historical and social problems that they are interested in, develop innovative thinking and improve their comprehensive quality. These four online teaching modes have changed the classroom teaching structure, the role of teachers and the status of students, and truly realized the transformation of teachers' roles. Teachers mobilize almost all the sensory organs of students and combine students' intelligence with computer interactive multimedia technology with superb skills, so as to minimize the ineffective consumption of teaching time, increase the capacity and knowledge density of classroom teaching, improve students' interest in learning, understand and absorb knowledge, tap students' creative potential, cultivate and strengthen students' creative ability, and give full play to students' subjectivity, enthusiasm and independent exploration spirit.
In a word, historical network teaching provides fertile ground for cultivating students' innovative spirit and practical ability. Learners who have grown up in such a learning environment have initially acquired the ability to acquire and process historical information through various channels; The ability to synthesize, generalize and generalize historical issues; Ability to find problems, analyze and compare problems, and think about solving problems; Attitude and innovative ability of independent research and cooperative learning. It will have a lifelong impact on the cultivation of students' comprehensive ability and the improvement of their comprehensive quality, and will also play a positive role in promoting the reform of history classroom teaching in middle schools.
This is my own thesis, and now I have retired. Here, it might help.