School Information Technology Courses Teaching Mode Of Cooperation Layered Research And Practice

The new curriculum standards require that teachers should respect the characteristics of students and concern about individual differences in order to, meet the different needs of students, establish the educational environment where the students can participate, inspire the learning activity of the students, train the students the attitude and the ability of using knowledge, which could facilitate the fully development of the students. However, different understanding, expression and creativity, receiving information would be involved in different students. Therefore, it could not be required that almost the same results can be achieved by every student at the same rate, it is suggested that we could provide different requirements to different students. But, how can we proceed from the student's personality, from the learning reality of each student? In this paper, the "stratified-cooperation" was suggested to provide the teaching mode of information technology lesson in middle school.In this paper, by analyzing the factor of process of teaching based on reality status, we proposed the model of tiered cooperative teaching and applied it to teaching practice. The specific contents may include as follows: Firstly, the way of survey and interviews was taken to investigate the courses information of technology in middle school, the level information of technology in first grade of middle school, which is to get the status of the nature, leading to get the information on technology courses in junior middle school Teaching layered cooperation in the necessity of teaching. The second is the construction of this mode of teaching the theoretical basis. Thirdly, the construction of a junior high school class stratification cooperation in information technology teaching model, the mode of the various elements of a detailed analysis, and discuss the application of the model in the process. The fourth is in the classroom teaching the application of the model (including the target stratified development, the establishment of content, tiered approach guidance on the use of classroom exercises as well as the design of the difference between the evaluation), and cited the examples of classroom teaching. Finally, it was concluded the analysis of the effectiveness and mode of application of the existing problems and the application of the model can put forward prospects in teaching.