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- April 26, 2011, 02:01:55 PMThe works of the main line,You are not allowed to view links.
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Abstract: a common phenomenon encountered in teaching: students are able to perform specific commands, but not able to link the fragmented knowledge points to create a complete work is proposed to Keywords: Creation of three stages <P class=MsoNormal style=Most students can understand and master the content of classroom teaching, but after completion of a chapter, so that they do something, students are often at a loss. After learning of the PowerPoint software, for example, if a specific instruction to the students, such as requiring students to set up an animation, or to set up a hyperlink, students can complete, but if we ask him to do a PowerPoint presentation presentation introduces his hometown, he may do not know how to bite. In other words, students can not point to link the fragmented knowledge. One semester down, really want to look at student learning, students often felt that no harvest, over time, classroom teaching of information technology becoming less and less interest in, school requirements for teachers are increasingly ignored, deserted to do other things more and more students. How can we inspire students to create works of interest to students interested in playing games from the Internet, QQ chat transferred to classroom teaching come from? -oriented programming language teaching phase; to learn office automation software applications based teaching phase; to develop student information literacy education in information technology-based stage. And is now teaching at the stage of application software from the computer to an information literacy training in the transition period for students in the spirit of innovation and practical ability is the fundamental goal of education, innovation is the teaching of information technology applications and information technology education of the soul . To reflect the fundamental objective of this teaching, we must make work of learning outcomes, and make learning outcomes released work, so more power to students, including exchange of power, expression and binding , but also to enable students to share more of the learning outcomes, greatly enhance the student's self-efficacy, and enhance self-confidence. <P class=MsoNormal style=ALIGN: left capability. Therefore, to PowerPoint software as an example, our teaching goal, of course, hope that students will eventually be able to use this software to create a flexible work-related, but definitely not just use some of these menu commands. In fact, PowerPoint software skills which is a lot of meaning, we simply can not put every issue of a technical explanation to the students listen, they can not foresee the future use of this software, students in the course of which issues will appear. The key is to enable students to master the use software to create a complete basic work processes, and learn to use various methods to solve problems. <P class=MsoNormal style=ALIGN: left Consider not only the students of a class to understand a few basic terms which, to grasp which of the menu command, but to take into account the entire chapter, after completing their studies in the whole chapter, students should learn? What kind of work can be made to? <P class=MsoNormal style=ALIGN: left <P class=MsoNormal style=ALIGN: left style = lack of collection to the Internet. Because students have not experienced this stage a lot of fun, networking opportunities to the students if there will be a large part of the students can not control myself and steal games, reducing the efficiency of classroom learning, but also pay attention to transfer students to work force. <P class=MsoNormal style=ALIGN: left . <P class=MsoNormal style=ALIGN: center -HEIGHT: 16.2pt; TEXT-ALIGN: left <P class=MsoNormal style=TEXT-ALIGN: center class = MsoNormal style = Use the By showing my work, give students a subjective identity, to bring students interest. Then began to explain the production process, the introduction of templates, layouts, and several other basic concepts, I briefly introduce the commonly used menu items, let the students do their own work according to model. Because of the Followed by the introduction of the original animation model works on the set, a directory to add slides to the introduction of hyperlinks. After three knowledge points finish, basically every student has his own work. <P class=MsoNormal style=ALIGN: left
Abstract: a common phenomenon encountered in teaching: students are able to perform specific commands, but not able to link the fragmented knowledge points to create a complete work is proposed to Keywords: Creation of three stages <P class=MsoNormal style=Most students can understand and master the content of classroom teaching, but after completion of a chapter, so that they do something, students are often at a loss. After learning of the PowerPoint software, for example, if a specific instruction to the students, such as requiring students to set up an animation, or to set up a hyperlink, students can complete, but if we ask him to do a PowerPoint presentation presentation introduces his hometown, he may do not know how to bite. In other words, students can not point to link the fragmented knowledge. One semester down, really want to look at student learning, students often felt that no harvest, over time, classroom teaching of information technology becoming less and less interest in, school requirements for teachers are increasingly ignored, deserted to do other things more and more students. How can we inspire students to create works of interest to students interested in playing games from the Internet, QQ chat transferred to classroom teaching come from? -oriented programming language teaching phase; to learn office automation software applications based teaching phase; to develop student information literacy education in information technology-based stage. And is now teaching at the stage of application software from the computer to an information literacy training in the transition period for students in the spirit of innovation and practical ability is the fundamental goal of education, innovation is the teaching of information technology applications and information technology education of the soul . To reflect the fundamental objective of this teaching, we must make work of learning outcomes, and make learning outcomes released work, so more power to students, including exchange of power, expression and binding , but also to enable students to share more of the learning outcomes, greatly enhance the student's self-efficacy, and enhance self-confidence. <P class=MsoNormal style=ALIGN: left capability. Therefore, to PowerPoint software as an example, our teaching goal, of course, hope that students will eventually be able to use this software to create a flexible work-related, but definitely not just use some of these menu commands. In fact, PowerPoint software skills which is a lot of meaning, we simply can not put every issue of a technical explanation to the students listen, they can not foresee the future use of this software, students in the course of which issues will appear. The key is to enable students to master the use software to create a complete basic work processes, and learn to use various methods to solve problems. <P class=MsoNormal style=ALIGN: left Consider not only the students of a class to understand a few basic terms which, to grasp which of the menu command, but to take into account the entire chapter, after completing their studies in the whole chapter, students should learn? What kind of work can be made to? <P class=MsoNormal style=ALIGN: left <P class=MsoNormal style=ALIGN: left style = lack of collection to the Internet. Because students have not experienced this stage a lot of fun, networking opportunities to the students if there will be a large part of the students can not control myself and steal games, reducing the efficiency of classroom learning, but also pay attention to transfer students to work force. <P class=MsoNormal style=ALIGN: left . <P class=MsoNormal style=ALIGN: center -HEIGHT: 16.2pt; TEXT-ALIGN: left <P class=MsoNormal style=TEXT-ALIGN: center class = MsoNormal style = Use the By showing my work, give students a subjective identity, to bring students interest. Then began to explain the production process, the introduction of templates, layouts, and several other basic concepts, I briefly introduce the commonly used menu items, let the students do their own work according to model. Because of the Followed by the introduction of the original animation model works on the set, a directory to add slides to the introduction of hyperlinks. After three knowledge points finish, basically every student has his own work. <P class=MsoNormal style=ALIGN: left