| In order to adapt to the rapid development of IT age,we put forward new requirements to bring up the talent training,we train students to have the ability of getting information,transmitting information,processing information and applying information,we treat the IT as a ways that supports lifelong learning and cooperative learning,and the IT in primary school needs to be promoted the reform of teaching constantly,breaking the restriction of traditional teaching mode for students development.Scratch,in recent years,as a new development for children’s programming software has been introduced to the primary schools IT courses in our country,but the Scratch in the teaching still exists in traditional "drills",which is a way of teaching.Therefore,the students’ learning to be a kind of passive receivers,and this is against conducive to excavate potential students,or cultivate the students’ unity cooperation and innovation ability,so that the traditional teaching mode is an urgent need to be changed.Scratch is a free visual and graphical programming software designed for children aged 8 and over by the Massachusetts Institute of Technology.Its design philosophy is imagine-Program-Share(imagine-Programming-share).Scratch primary school curriculum aim is not to cultivate small programmers,but in order to let students express themselves through Scratch,and others are willing to cooperation and development of logical thinking and creative ability in learning,cooperative learning and innovation ability and cultivate students’ abilities of research and practice.Guangzhou city primary school information technology textbooks in recent years continuously updated,Scratch children’s programming software in 2014 increased to third copies of the textbook,but the Scratch as a new course in the teaching or in the traditional "training"teaching mode,students learn to become a passive acceptance.The process of students work in the Scratch in the confined to the teaching examples,according to the reference procedure textbook example,copy,which is not conducive to tap the potential of students,cultivate students’ cooperation and innovation ability,therefore the traditional teaching mode of primary school curriculum is an urgent need to change the Scratch.The interactive teaching mode is to train the students’ independent consciousness and creative ability,and take the teaching structure mode of "let students love learning,learn and study well".It is regarded as a dynamic,developmental,interactive and interactive process between teaching and learning,and it is regarded as the emotional communication and communication between teachers and students.Is a dynamic whole process of teachers’ teaching and students’ learning "two processes interact with each other,the process of classroom activities as the main manifestation of teachers teaching and students’ understanding of mutual support,namely" teaching "and" learning "between mutual connection,mutual promotion and orderly development of the whole activity.In this process,the relationship between teachers and students and the interaction can be adjusted,to form a harmonious teacher-student interaction,student student interaction and student individual learning and personal intermediary and environment influence each other,resulting in a kind of teaching mode of teaching and achieve the teaching effect of resonance.In the interactive teaching mode in the teaching activities of the "interaction"between people(including teachers and students,students and students),and machine(students and multimedia),and text(students and textbooks or reference),and environment(students and classroom,campus and social resources,etc.)a variety of interactive.It can also be divided into"teacher-student interaction","student student interaction" and "natural capital interaction"".The teacher-student interaction refers to classroom interaction between teachers and students,such as teachers to guide students to think by asking questions or questions,students put questions to the teacher,the teacher’s instruction,interaction of teachers evaluation for students and so on;mainly refers to the students’ interaction between students and students learning to teach each other and learn from each other through team communication and cooperation or mutual evaluation between students;student information interaction refers to the students to use various learning tools,learning resources independent inquiry learning.This interactive teaching forms a harmonious interaction by studying the interaction between individual and teaching medium,and produces beneficial teaching resonance,so as to improve the effectiveness of teaching.Scratch is the main task of primary school curriculum for students through the use of Scratch software to programming the creation of animation works,to enable students to master the general characteristics and understanding of programming methods to solve the problems in the preparation of the Scratch program,for the use of information technology to lay the foundation to solve the problem in the future,cooperative learning and innovation ability and practice ability,to explore the cultivation of student’s.Based on the repeated practice of practical teaching,this study explores the 134 interactive teaching model in primary school Scratch curriculum."1" means to grasp the main line of Scratch program teaching--one problem,which aims at solving the problem."3" refers to the teaching of Scratch program,which is divided into three stages,namely,autonomous learning,cooperation and communication,and consolidation and extension"."4" refers to the learning contents of the Scratch program of teaching a lesson in general is to be done through four aspects,namely "situational guidance,questioning the autonomous learning,try to solve,interaction,feedback teaching--expand the application,promotion evaluation".This interactive teaching model forms a harmonious interaction by studying the interaction between individual and teaching medium,and produces beneficial teaching resonance so as to improve the effectiveness of teaching.This paper takes Guangzhou District of Zengcheng city primary school Gualv as samples,based on the constructivist learning theory,teaching communication theory and cooperative learning theory as the theoretical basis,to the Guangzhou city primary school information technology textbooks for the sixth grade 2 of "information technology Kingdom designer"teaching as an example,through the survey method to understand the author’s district primary school information technology Scratch the status of teaching,and learning from the two aspects of the teaching methods of teachers and students and analyzes the existing problems,put forward the value of interactive teaching in the primary school in the Scratch curriculum,to study the construction in primary school Scratch curriculum in the interactive teaching mode from the construction concept,teaching objectives,approaches,procedures and teaching evaluation five finally,teaching and design to "happy jumping" as an example.The interactive teaching mode of Scratch course in primary school Concrete implementation,analyzes and reflects the classroom effectiveness of interactive teaching model in primary school Scratch curriculum,and explores the application of interactive teaching model in primary school Scratch teaching.The purpose of this study is to explore the interactive teaching model for primary school Scratch teaching,through the interactive teaching model effectively,promote the teaching and learning reform,cultivate students’ active exploration,cooperation and exchange of learning habits,the comprehensive ability of students look forward to the development of information technology,interactive teaching mode in the study of Scratch primary school curriculum can produce radiation,change the current information technology subject teaching mode make some be inopportune or inappropriate,strive for the popularization and application of interactive teaching mode in primary school Scratch teaching in the primary school for information technology application of interactive teaching model provides a practical experience,but also provides a good example for the integration of teaching and education reform the course of the future.This study has important practical significance in promoting the reform of primary school information technology teaching and improving the effectiveness of primary school information technology teaching. |
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