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1、“聚焦教与学转型难点的信息化教学设计方案”“聚 焦 教 与 学 转 型 难 点 的 信 息 化 教 学 设 计 方 案”信息化教学设计强调以学为中心的，促进学习者创新和综合能力形成的教学模式，包括以下五方面内容：1、单元教学计划。具体地描述教学单元的主题、学习目标、学习活动(教学过程)、学习资源等，其中的学习活动和学习资源在很大程度上是由信息技术支持的，因此这种教学计划可称为信息化教案。2、学生电子作品范例。给学生提供参考用的电子作品，可以从各种电子信息源中选取或由教师自行制作。3、学生作品评价量规。提供结构化的定量评价标准，从内容、技术、创意等方面详细规定了评级指标，利用这种量规来评价学生电
2、子作品，可操作性强，准确性高，既可以让教师评，也可以让学生自评和互评。4、教学支持材料。为支持学生有效进行学习活动准备的各类辅助性材料，如软件工具，资料光盘，在线参考资料，参考书目，教师用电子讲稿等。5、单元实施方案。包括教学活动的时间安排、学生分组办法、上机时间分配以及征求社会支持的措施等。在信息化教学设计中，要求以建构主义理论为指导，充分利用信息技术手段进行基于资源基于合作、基于研究等方面的学习，使学习者在意义丰富的情境中主动建构知识。为此，可以将信息化教学设计的优化原则归纳为以下三点：1、以学为中心，注重学习者学习能力的培养。教师以“任务驱动”和“问题解决”作为学生学习和研究活动的主线，
3、在相关的有具体意义的情境中确定和讲授学习策略与技能。教师作为学习的促进者，引导、监控和评价学生的学习进程。同时，教师还应该开发和利用各种信息资源来支持学生自主学习。比如，教师应创建学生学习网站、演示文稿课件和参考范例等。2、强调“协作学习”。这种协作学习不仅指学生之间、师生之间的协作，也包括教师之间的协作。21 世纪人类学习的技能应主要体现在能够运用交流、信息处理和研究工具(例如文字处理、电子邮件、演示软件、网页开发、互联网搜索工具)来访问、管理、综合、评估、创造并交流信息。因此，相互协作与自我指导相结合尤为重要。3、强调针对学习过程和学习资源的评价。学习过程指学习者通过与信息和环境的相互作用
4、而得到知识、技能和态度长进的过程。学习资源指支持学生学习的资料来源或资料库，它包括支持学生学习的教学材料与环境。信息化教学设计注重对教学系统的终结性评价，更注重过程性评价，并以文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档
5、编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3
6、T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9
7、U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5
8、X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5
9、S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA1
10、0T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3
11、L3R3此作为质量监控的主要措施，及时对教学过程中存在的问题进行定量、定性分析。也就是说，教学除了安排终结性考核，还应安排形成性考核，如要求学生提交记录其学习过程的电子档案等。教学是有目的的学习，为了使教学达到最优化需要进行教学设计。我认为，信息技术教师进行教学设计优化，应该从以下三个方面入手。1、研究学生，研究学习过程。因为不同类型的内容，不同的人的学习方式是不同的。比如知识，分为识记概念和理解概念。(1)识记概念，如：键盘、鼠标、按钮等，苹果等水果名，英文单词。对于这些规定性的、具体的概念，人采取的是识记的方式进行学习的，即认识了，记住了。(2)理解概念，如信息，信息技术等概念，这些是抽象
12、概念。对于抽象的概念，人必须理解了才能去学会，如何理解，那就要再现抽象的过程。比如技能，有动作技能和智力技能。(1)动作技能，如：鼠标操作，打字，图片的旋转等，开车，收发电子邮件，这些属于动作技能，是需要人们反复练习才能掌握的。(2)智力技能，如：信息的特性，判断信息的某个特征是需要经过大脑思维比较判断最后做出决定，这属于人的智文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T
13、5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U
14、2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X
15、1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S
16、8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10
17、T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L
18、3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编
19、码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3力技能。也是需要通过反复训练培养的。比如过程与方法，一些内容，如什么是程序设计，什么是网页设计，这些内容靠理解、靠反复练习均不能掌握，需要人们亲身经历一段程序设计或网页设计，从中感悟的。一些方法是需要经历一段时间的亲身实践，从中提炼出来。所以这些内容的学习相对前面所说要难一些。比如情感态度与价值观，学生喜欢上信息技术课，规范使用电子邮件，有条理地管理个人文件，使用信息技术的意识，创新意识，创新精神等，其中包含了一种态度，一种情感，或一
20、种由价值观影响的态度。所以，这些内容的学习方式又是不同。2、研究教学设计。其实，每位教师在日常教学工作中都扮演着教学设计者的角色。从理论上讲，教学设计是为了达到最优化的教学效果，采用新课程理念和系统化方法，分析教学内容，确定教学目标，设计教学过程。而在实际教学工作中，做好信息技术教学设计，要做好前期分析，并根据需求确定教学目标。(1)前期分析。首先，搞清楚课标(或教材)要求的教学内容有哪些?哪些内容属于知识，哪些内容属于技能?哪些内容又是方法或过程?哪些内容是情感态度价值观方面的?各个内容要求的程度是什么?文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档
21、编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3
22、T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9
23、U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5
24、X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5
25、S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA1
26、0T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3
27、L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3其次，分析教学对象(学生)的现状怎样?由于信息技术学科开课的不均衡，可能有些内容学生已经掌握，那么就要搞清楚哪些内容学生已经掌握或部分掌握?如果是部分掌握，掌握到什么程度?如果只有一部分学生掌握，那么这个比例有多大?还有哪些内容是教材上没有但需要补充给学生
28、的?根据对教学内容与教学对象的分析，可以得出学习需求，即学生需要学习的内容以及这些内容学到什么程度。学习需求可能比教材上的内容少，也可能比教材上的内容多。此外，在分析教学对象的过程中，还需要考虑学生的认知水平是怎样的状况?他们的思维能力有多高?他们的自学能力有多强?生活环境对学生信息素养的影响有哪些?这些分析结果决定了教学过程中要采取什么样的教学策略。(2)根据需求确定教学目标。新课程强调教学目标要分为“知识与技能”、“过程与方法”、“情感态度价值观”三个维度，为什么?因为人学习不同类型的东西，方式不同。所以，建议老师们分三个维度来写教学目标，当然这样会有一定难度。此外，撰写教学目标还要注意目
29、标的可操作性。3、设计好教学策略。教学实践表明，学生即使掌握了大量的知识，也并不意味着他们能够把握何时、何地该如何应用所学知识去解决真实情境中的问题。原因很简单，学校情境中的问题及其评价标准与真实世界情境中的有很大差文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2
30、Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 Z
31、A10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10
32、Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3
33、文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:C
34、X3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2
35、W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 H
36、H5X1N2Q5S8 ZA10T10Z3L3R3别，将课堂教学与真实事件或真实问题相联系，是信息化教学设计的必然选择。因此，信息化教学设计的最基本策略是教学情境的创设和信息资源的开发。学习总是与一定的社会文化背景即“情境”相联系的，在实际情境下进行学习，可以使学习者能利用自己原有认知结构中的有关经验去同化或顺应当前学习到的新知识，从而赋予新知识以某种意义。建构主义理论强调教学情境的创设，认为提供一个丰富的情境能使学生在其中通过探究、交互作用和创建起对知识的理解是至关重要的。信息化教学设计中的情境创设，简单地说就是基于特定的教学目标，将学习的内容安排在信息技术支持下的比较真实或接近真实的活动中，
37、让学生通过参与真实的问题求解等实践活动而获得更有效的学习。为了获得一个真实、复杂的信息化教学情境，多媒体网络教室将是最佳选择。多媒体网络教室是指在一个物理教室范围内的计算机局域网，主要服务于课堂教学。在多媒体网络教室中，学生可以自主探究、相互合作和支持并利用信息技术和信息资源参与问题解决活动;教师可以借助多媒体网络教室所提供的网络教学环境，为学生创设更有利于探索问题的教学情境。比如，教师围绕教学单元中的某一个问题，要求学生利用Internet搜集信息并利用PowerPoint创建一个指向单元学习内容的演示文稿。教师在教学情境中鼓励学生进行团队合作，结对评审他们的学习或设计成果并文档编码:CX3
38、T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9
39、U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5
40、X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5
41、S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA1
42、0T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3
43、L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档
44、编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3共同解决问题，促进学生竞争意识的形成。信息技术教师做好以上三点后，在进行每节课的教学设计时，还需要具体做好以下八个步骤，才能使课堂效果达到优化。1、对单元的教学目标进行分析，确定学生通
45、过此教学应该达到的水平或获得的能力。2、根据单元教学目标，设计真实的任务和有针对性的问题。3、根据任务和问题以及学生的学习水平，确定提供资源的方式，可以要求学生自己按照学习目标在教师设计好的范围内有目的地查找学习资源，也可以提供现成的真实可靠的学习资源给学生。如果需要，教师还要制作相关的资源列表，以方便学生查阅，提高学习效率。4、对整个教学过程进行梳理，使之合理有序，一般情况下应落实成文字呈现的信息化教案。5、在教学过程中，如果要求学生以完成电子作品的方式进行学习，教师应事先做出电子作品的范例，当然这个范例是从学生角度出发，以学生应该达到的制作水平进行设计的，有了教师展示的范例，学生浏览后就会
46、对自己将要完成的任务有一个感性的认识。6、在评价信息化学习特别是其产生的电子作品时，结构化的评价工具量规提供了较为科学的方法，对其进行认真文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X
47、1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S
48、8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10
49、T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L
50、3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编码:CX3T5Z2W9U2 HH5X1N2Q5S8 ZA10T10Z3L3R3文档编