How to cultivate students' independent inquiry ability by using multimedia technology

I have been exploring how to effectively use information technology to cultivate students' independent inquiry ability since the school launched the research on "cultivating students' independent inquiry ability under the background of information technology". Below, combined with teaching practice, talk about my own superficial understanding.

1 Make full use of multimedia information technology to stimulate students' desire to learn English independently in creating situations.

In traditional teaching, we usually use pictures, stick figures and other means to create scenes, but these methods lack vividness and realism. If modern information technology can be used to produce exquisite courseware integrating sound, image, text and animation, so that students can study happily in a relaxed and happy atmosphere, the teaching effect will be optimized. In teaching, I often collect beautiful pictures, wonderful music, dynamic and static Flash, etc. Through the Internet, and using these materials to make colorful, lively animation, interesting teaching content will be presented to students, so that students will always be interested in learning English.

For example, teaching old MacDonald in Let'sing, the first volume of the third grade edition, is difficult for students to learn because of the lyrics of this song. My courseware design is like this: I first let the children accompany the cheerful music of the old McDonald's, and first show an idyllic picture. There are many farmers, their wives, children and many ducks on the farm, which makes the students' attention quickly concentrated. Then, while teaching lyrics, I inserted a flash of Donald Duck into the courseware, and the children were very interested. Whenever the students read every lyric brilliantly, Donald would say "awesome" to them. Hearing Donald's praise, the children actively explored the tricks of mastering every sentence in the lyrics and soon learned the lyrics of this song.

For example, when the English names of countries were taught in the first volume of the third grade, such as the United States, China, Canada, Britain and so on. I not only collected national flags through the internet, but also showed pictures, sounds and animations of local customs of various countries with innovative multimedia courseware. When students saw these illustrated and vivid multimedia courseware, they aroused their strong curiosity.

Make full use of multimedia information technology to stimulate students' desire to learn English independently in suspense.

Lev tolstoy, a great Russian thinker, said: "Successful teaching needs not coercion, but arousing students' desire. "I think setting suspense in teaching can make students eager for new knowledge and stimulate them to think positively, thus improving learning efficiency. For example, when I was teaching fruit, I made a courseware of "guessing game", which asked students to look at the big screen and put the fruit in various beautiful gift boxes. I asked, "What is this? "Student's use: it's bananas/lemons/mangoes/pears, etc. Then open the gift box in half and let the students guess. At this time, students have all kinds of answers. Finally, open the gift box completely, and the students can see the fruit inside. The students who guessed correctly cheered happily: "Yeah".

For example, when teaching prepositions such as "in, on, better, under", I make full use of multimedia courseware to present chairs, desks, schoolbags, boxes, pens, books, etc. on ppt, so that they can constantly change their positions and let students listen and watch carefully. The box is on the chair. ) A schoolbag opens slowly, and a book jumps into it and flashes from time to time. The book is in the bag. Let the pen appear on the desk and ask the students to guess the position of the pen. This can not only stimulate students' interest, but also deepen their memory of what they have learned. This courseware design enables students to learn new knowledge by constantly asking questions, and they will feel curious, thus generating strong interest. In addition, I often use information technology to play some suspense games, such as "explosion" (bomb game), happy treasure hunt and other games, and the results are very good.

3. Make full use of multimedia information technology to stimulate students' desire to learn English independently in the evaluation process.

I think in classroom teaching, we should fully cultivate students' independent inquiry ability, which is mainly reflected by teachers' evaluation and classmates' appreciation. In the design of teaching courseware, I evaluate students through colorful pictures, sounds and words. For example, if a student answers correctly, there will be a thumb and a smiling face on the courseware, or a burst of warm applause or "great" or "great"; When students answer wrong, they will make strange noises and encourage them to "don't worry. Try again. " . When teaching "color", I use multimedia courseware to design clothes of various colors, so that students can choose clothes according to the colors prompted by computer recording. If the clothes are wrong, the wolf will appear and say, "I stole them, please choose again." If the clothes are right, it will make an "excellent" sound. By designing the courseware in this way, students will fully feel positive encouragement and praise, so as to actively learn English.

In short, in order to maximize the benefit of our classroom teaching, I think we should make full use of multimedia information technology, follow the law of students' psychological development, strive to innovate classroom teaching, fully mobilize students' interest in learning and cultivate their independent inquiry ability.