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微机是一门必须依赖于教学设备、教学环境和教学资源的课程,来自不同乡、镇、城区的高一新生中出现微机基础良莠不齐的现象是普遍且合乎情理的,但在新课标对新教材“高起点”设置的大背景下,如何妥善处理新生微机基础良莠不齐的事实与新教材以学生在初中均已获得较为系统的学习为基点的“高起点”设置之间的矛盾,最终实现学生真正意义上的共同进步呢?本文从一线教师的实践角度出发,在希望寻求信息技术课程新课改之路和些许创新意识的基础上,对此问题进行了探索和研发。
Microcomputer is a course that must rely on teaching equipment, teaching environment and teaching resources. It is common and reasonable that students from different countryside, town and urban areas have good and bad students. However, How to properly handle the fact that the basis of the newborn microcomputer varies greatly with the teaching material “high starting point ” setting, and the contradiction between the “high starting point” setting based on which students have obtained more systematic study in junior high school , And finally achieve common progress in the real sense of the students? From the practical point of view of front-line teachers, this paper explores and researches this problem on the basis of hope of seeking a new course of information technology curriculum and some innovative ideas.