First, the theoretical basis for "mission driver" teaching method
Constructivism learning theory believes that knowledge is not taught through teachers, but learners use the necessary learning materials to use the help of others (ie, social and cultural backgrounds), using the necessary learning materials, expressive Constructing is obtained. Constructing is not only the construction of new knowledge, and it also includes the transformation and reorganization of the original experience. Computer courses are integrated, practical courses, and require students to learn theoretical knowledge and master practical skills. At the same time, computer knowledge content is updated soon, and it is necessary to cultivate students' ability to learn independently and the thoughts of lifelong learning. In order to guide computer teaching with constructivism learning theory, it will find "task-driven" teaching method is very suitable. The so-called mission-driven teaching mode is a teacher designing the teaching content into one or more specific tasks. Let students master the teaching content by completing a specific task and reaches the teaching objectives. It is a teaching method that student active learning, teacher guidance. It broke the step-by-step and accumulated old routine in traditional teaching methods, no longer in accordance with the teaching content from the easy order, but Complete a task as a driver to complete teaching tasks. Using task-driven mode teaching, it is conducive to students to master learning content and improve multi-leg. Constructivism teaching design principles emphasized that students 'learning activities must be combined with large tasks or issues; to explore problems, and maintain learners' interests and motives; create a real teaching environment, let students learn with true task Students must have the initiative of learning, teachers constantly challenge and motivate students to advance. The "task-driven" teaching method meets the inquiry teaching model, which is suitable for cultivating students' innovative capacity and independent analysis of problems. Moreover, the "task-driven" teaching method meets the hierarchical and practicability of the computer system. According to the list and in-depth learning pathways, students will learn the knowledge and skills of information technology. In this process, students will continue to achieve their sense of accomplishment, and more excited to learn the desire to cultivate independent exploration, and bravely develop self-study ability.
Second, the advantages of "mission-driven" teaching method
1. Make students easier to master the teaching content.
Teaching models with task-driven teaching models, teachers teaching and student learning are carried out around how to complete this specific task. Teachers 'teaching ideas clearly, the students' learning objectives are clear, and it is easier to master learning content. For example, in office software teaching, the text box, picture, and self-selected graphics are used in office software teaching. According to the task-drive teaching mode, it is not isolated from the concept, role and operation of each part, but designs all content as The specific task of "making a greeting card", teachers learn how to make this greeting card to make students master the teaching content. First of all, teachers can show a good greeting card to classmates first. The students saw this beautiful greeting card, with a preliminary impression in the mind. At this time, the teacher analyzes the structure of this greeting card. Which part is a graphic box, which part is a text box or a self-selected graph, which places can be replaced with each other, which places cannot be replaced with each other. Through teachers' analysis, students have an intuitive understanding of the concepts such as graphics boxes, text boxes, pictures, and self-selecting graphics. Next, the teacher will talk about how to insert, modify the specific operation methods such as the portions of the portions, such teaching, students learn quickly, learn. And because teachers have done prior prior prior teachers, they may be easier to grasp students may be wrong or confused. When teaching, the key is difficult to stand out, and the sequence of teaching is the order of making a greeting card, which is in line with the law of the students. Regardless of the teacher's teaching or student, the whole teaching process seems to be clarified, distinguished, and it is easy to natural.
2. Improve students' active participation awareness.
In teaching, if the teacher is always a teacher, students listen, students are easy to fatigue, and it is easy to develop a class and wait for the reliance of teachers. Using task-driven teaching mode, each class teacher requires students to complete a specific task, and students have urgent feelings in their minds. In the process of teachers, they are no longer passively accepted. In the study, students will encounter a lot of problems, some can be solved by reading the textbook, the reference book is solved, and some can exchange, discuss each other, and some need teachers to dial. Such teaching, completely breaking the situation of "talking about teachers", and because teachers are mainly methods of guidance, students have more time specific operations, and many features are no longer teachers, and students are easy to experience their own exploration. Successful sense, can fully stimulate students 'interest in learning, mobilize students' enthusiasm and active participation awareness. 3, deepen the expansion of teaching content
Computer teaching is only limited to outline content, which is far from satisfying students' knowledge of computer knowledge, and does not meet the needs of actual work. Students often have such questions: "There are many kinds of computer software, why do we have to learn the specified software? What is the advantage of this software?" Using task-driven teaching, students will carefully learn teaching content in order to complete specific tasks, on the one hand, on the other hand, when students find that some functions are the methods introduced by teachers' teaching, they will try to seek other software to help solve problem. In this way, the learning content extends to the extracurricular, students can explore the differences, characteristics and advantages of different software in the study of other software, more, more, deeper, more knowledge .
4. Improve students' discovery problems, solve problems and comprehensive application capabilities.
With task-driven teaching, students' learning process is to complete a specific task. This specific task combines teaching content, which makes students completing the process of learning teaching, and is also integrated application teaching. The process of content. This combines the application of knowledge and knowledge of knowledge. Let students deeply understand the application of computers as a modern tool in actual life. In the study, teachers can also guide students to propose the functions that are hoped by their own needs, guide students to solve themselves, so that students find problems, solve practical problems, and shorten the learning cycle.
5. Cultivate students' awareness and innovation of the mastery.
Using task-driven teaching, it is conducive to cultivating students' awareness and innovation awareness of mastery. After the mission is arranged, the teacher does not limit the method and ideas of the task and the forms and content of the work, just provide the material needed to complete the task, which has sufficiently resilience to the students' imagination and free creation. Thus the work of the students will be rich in content, a variety of forms, no similarity, students not only mastered the content and methods of teachers, but also in many operation details, flexible changes, free play. Really realize teachers "to be awarded", encourage students to boldly innovate teaching objectives. It is also conducive to achieving personalized teaching, hierarchical teaching and elastic teaching.
New things are often the inheritance and development of old things, and the task-driven teaching method is also the same, it inherits many advantages of traditional teaching methods. From the above analysis, we see that the task-driven teaching has always used students as the subject of learning, with the task as a driving, so that students will turn the theoretical theory to death through their own operations. Teacher's guidance, point more to bring knowledge to enable students to touch bypass, knowing one mountain and knowing thousands of peaks, combining, with point, with an old brought new. The mission-driver's teaching method has better resolved the contradiction between teaching and learning. In the whole teaching process, it fully reflects the principal status of students in learning. The guiding role of teachers is active and passive teaching, and slow teaching and phlegm The combined education model is the full development of traditional teaching methods for new and technical teaching. Third, the teaching process of the task driver teaching method
Task driver teaching methods can be roughly divided into five stages. The first phase is the teacher's guide period. The second stage is the student operating application period. The third stage is the exchange discussion period. The fourth stage is the consolidation period, and the fifth stage is the summary period.
In the first phase, teachers mainly propose specific tasks and requirements, and explain some ways to do this task. At this stage, the teacher is: the teacher is mainly the way to guide, and can also combine some inspiration questions, so that students know where to do, and what possible changes. The key to this stage is that the teacher is not issued, fully mobilizing the students' operation desire and curiosity.
The second stage is based on the specific operation of students. After the teacher guided, many students have jumped. At this time, teachers should leave their students' sufficient operating time, let students go to try, so that they are in use, feel and understand. During this time, students will encounter some problems. For the common problems of students, they can be solved by teachers, collectively solved; individual problems for individual students can be counted. This is the stage of students' digestion and absorption knowledge. It is the stage of students who will not be able to master, and the students have fully mobilized various sensory, play a variety of capabilities, time can account for the entire teaching progress. In about half, it is a tight level during the teaching process.
In the third phase, enter the exchange discussion period, mainly the teacher's examination, explain some common difficulties and focus, and touch a large number of application examples to further deepen students' understanding of the knowledge. This stage is characterized by the teacher's book as a supplement, and the discussion of some popular issues can be used as much as possible. You can also exchange works, let students get some inspiration on the idea. See how other students have completed the task. What is different from what you have in the method. At this stage, it is: brainstorming, pioneering ideas, encourage innovation. Give students a relaxation time on the teaching rhythm.
The fourth stage enters the consolidation period. After reading the works or methods of others, the students will rush again. At this stage, students will further consolidate the knowledge they have, and they will have some adjustments and innovations after being inspired. Application, while improving the level of creation.
The fifth stage is the summary period. Using task-driven teaching mode, because teachers are mainly guided by methods, students have mainly spending the main time. This has different learning ability, how many knowledge you have in the same class is different, and it is easy to cause the student's score and the omissions of teaching knowledge points. In response to these issues, teachers are required to teach the teacher's tandem and knowledge points while using task-driven mode, so that students who have poor learning skills or operate omissions can pass teachers' summary and review, and keep up with teachers Teaching progress, comprehensively master knowledge points and meet teachers' teaching requirements.
Through such a lead → test → do → see → innovation process, students learn knowledge will not be → will → skilled → consolidate → improve process. It can be seen that the task-driven teaching method follows the continuity of knowledge in progress control, and students have a relaxation, in line with students' physiology and psychological characteristics, and the law of understanding. In this way, students learn quickly, learn, and their teaching capacity is far exceeding the knowledge of traditional teaching in the same time. It has achieved the basic requirements of the outline and enable each student to get the maximum benefit according to their own capabilities. Fully excavated the potential of different levels of students and implemented the teaching principles of teaching teaching. Fourth, several issues that need to pay attention to the task driver teaching method
The computer class uses task-driven teaching mode, and its advantage is obvious, but there will be some problems. Because teachers are mainly guided by methods, students have more time to explore, and students' learning ability is different, so in the same class, the knowledge of the whole class will have different knowledge, easy to cause student achievement two poles The omission of differentiation and teaching knowledge points. This requires teachers in teaching, to strengthen the study of classroom summary and knowledge points, enabling students with classmates or operates to operate with teachers to summarize and review the teaching progress, comprehensively master knowledge points, and reach teaching aims. At the same time, we must strengthen exchanges between students so that students will increase their cooperation. In addition, according to the teaching content design tasks, teachers should also pay attention to the characteristics of students, as far as possible to design some tasks with interestability, practicality, feasibility, so that students are willing to learn, love, music.
(1) Take the task design. "Task" directly affects the teaching effect, so "task" is designed, and the arrangement is critical.
First, the "task" design must have a clear goal, requiring teachers on the framework of the overall goal, dividing the total goals into a small target, and refine the content of each learning module into one by one. "Task", through these small "tasks" to reflect the total learning objectives.
Second, "Task" is designed to meet the characteristics of students. Different students, their ability to accept knowledge tends to have a lot difference. When the teacher is designed to design, it is necessary to start from the students, fully consider the students' existing cultural knowledge, cognitive capacity, age, interest, etc.
Third, "mission" design should pay attention to dispersion, difficult. Mastering information technology knowledge and skills are a gradual accumulation process, "task" should consider "task", the size of the knowledge, the content of the knowledge, and the contacts, etc..
