With the rapid development of information technology, computers and the Internet have been widely used in various fields of society, and information occupies a very important position in the development of human society. Comrade Deng Xiaoping once said that "computers should start with dolls", which shows the foundation and importance of information technology in primary schools. However, as far as primary school students' cognitive level and operational ability are concerned, information technology teaching in primary schools can not be ignored.

How should I attend the information class? How can we make students really fall in love with information classes? How do students learn actively? I've been thinking about these problems since I first started working. We can't change the hardware system. What we can do is to explore more suitable teaching methods for children, so that students can enjoy the information-based classroom from the heart, instead of blindly playing games, chatting online or watching Flash animation.

First, introduce games to stimulate interest in learning.

Interest is the initiative and source of learning and the best teacher for students. As the saying goes, "knowing is not as good as being good, and being good is not as good as being happy". To cultivate and stimulate students' interest in learning, we should grasp the direction and characteristics of students' personality development, stimulate and cultivate students' interest in knowledge and learning itself, so that students can experience the fun in the process and gradually cultivate their interest on the basis of consciously understanding and mastering knowledge, and realize the purpose of changing "hard study" into "happy study".

Since students love to play games, let them stimulate their interest by playing games. Put the learning of the course in the game, stimulate students' interest in learning, learn new knowledge and master new skills under the guidance of interest. For example, learning fingering is very boring. At the beginning of this class, I also directly explained the finger placement requirements and fingering points. Students are very reluctant to learn and cannot be forced to practice. When I took this class for the second time, I used the method of game introduction in my teaching, so that students could play the game of "catching apples" in Jinshan Typework Pass first. During the game, children naturally find it difficult to finish the game. After such a frustrating experience, I can play games. As a result, the idea that children want to compete with teachers germinated in their hearts. With this competitive spirit, children's enthusiasm for learning is stimulated. At the same time, students found in the game practice that in order to achieve good results, they must practice fingering well. So someone suggested how to play accurately and quickly. In this case, the teacher will explain the fingering exercise again, and the students will study hard. After a period of practice, students will feel at ease when playing this game again. This not only keeps students' enthusiasm for learning computer, but also encourages students to learn computer knowledge consciously. Of course, this is relative to junior students.

Second, task-driven, clear teaching objectives

The teaching methods of traditional courses mostly adopt teachers' demonstration, and students follow the gourd painting gourd ladle. In fact, in the actual teaching process of information technology courses, students' learning effect is not good. Due to family conditions, many children have been exposed to computers since childhood, and he has learned the basic operation, while other children have just been exposed to computers, and computer operation is very difficult for them. Therefore, the "demonstration-practice" method is not conducive to students' learning development and the cultivation of innovative ability. Information technology is a new course, which is of great significance for cultivating students' scientific spirit, innovative spirit and practical ability and improving their adaptability to the information society. In information technology teaching, we must explore new strategies and models of teaching and learning in information technology classroom teaching under the guidance of new teaching concepts and teaching theories and according to the new curriculum standards, tap students' potential and improve their quality, especially their ability to solve practical problems by using computers.

Using constructivism learning theory to guide computer teaching, we will find that task-driven teaching method is very suitable. The so-called task-driven teaching mode means that teachers design the teaching content into one or more specific tasks. Let students master the teaching content and achieve the teaching goal by completing specific tasks. It is a teaching method in which students study actively and teachers guide them. It breaks the old routine of paying attention to gradual learning and accumulation in traditional teaching methods, and no longer follows the order of teaching content from easy to difficult, but takes the completion of a task as the driving force to teach and complete the teaching task. Adopting task-driven teaching mode is helpful for students to master the learning content and improve their abilities in many aspects. For example, after I talked about the use of picture boxes, text boxes, pictures and optional graphics in word, I set aside a lesson for students to consolidate and improve. At this time, I designed all the contents as the specific task of "making greeting cards", and let students master the teaching content by explaining how to make this greeting card. The order of teaching is the order of making greeting cards, which conforms to the cognitive law of students. Students naturally study easily. So as to deepen students' overall grasp of knowledge.

Third, teacher-student interaction to create a good classroom

As a young course, information technology course is not the same as traditional courses such as Chinese and mathematics. It pays more attention to students' practical ability. Therefore, the interaction between teachers and students in information class is also very important. After the students finish the task, the teacher should patrol and check the students' learning situation and give guidance for individual problems. When encountering sexual problems, collective explanation is one of the better methods. Let students demonstrate the operation and achieve the purpose of exchange learning. On the one hand, while students show their personal works, teachers guide students to affirm their good production experience and experience, and put forward guiding opinions for the shortcomings. On the other hand, the display of students' works not only exercises students' expressive ability and practical ability, but also is a process of re-learning and re-improving.

At all stages of learning, we should pay attention to cultivating students' ability to learn and explore innovation by using information technology. In the teaching process, we should pay attention to the connection of the operation skills of each part, so that they can draw inferences from others, increase their ability to complete similar "tasks" and improve their autonomous learning ability. Only in this way can we create a good classroom atmosphere and achieve the effect of teaching and learning.

Fourth, reward diligence and punish laziness, and strengthen hands-on ability.

Teaching is indeed an art, and this art should be combined with reality, that is, teachers can't easily catch up with the progress and try their best to make the classroom lively. At this time, it is necessary to fully mobilize children's enthusiasm for learning, and it is obviously a good idea to formulate a reward and punishment policy. A well-behaved child can be given a small handmade medal or a small star. In fact, children don't care about the weight of the item, because what children care about is not the item itself, but the intrinsic meaning of the reward, perhaps the teacher's approval, perhaps the envious eyes of the classmates, in short, a yearning for honor. I set up a honor list at the back of the computer room, and wrote the names of every child in grades three to five on it, making a small table, so that every time a child finishes a class, he can get a little star. Because this is the honor roll of the whole school students, all the children are full of energy and must get the most stars. There is such a competitive atmosphere in the class. More importantly, many children find it difficult to learn other courses, but they do very well in the information class. This has also enhanced the self-confidence of these students to some extent, and made them realize that they are not omnipotent. On the contrary, it exceeds the recognized experts in the class in practical ability and is more serious than the teacher.

Of course, the above teaching methods do not exist in isolation in the actual teaching process, but penetrate and promote each other. The new situation gives us new tasks, and the new tasks guide us to explore new methods. In a sense, "teaching is uncertain" is reasonable. Teaching methods must be diverse, flexible and innovative. This requires us to constantly practice and innovate and design the best teaching methods according to the specific teaching content and the actual situation of students, so as to continuously stimulate students' interest in learning and let them experience success.