四步教学法的综合比对

一、“四步转换教学法”的具体内容

First, the specific contents of the \

所谓“四步转换教学法”，是以现代教育理论为指导，按照中学教育的培养目标和学生身心发展规律，创设、构建了一组体现“三个转换”教学思想的课堂教学方法与策略。这是一种教师精心创设情境，铺垫背景，启发引导学生充分参与、主动探究、合作交流的过程式、情境化的教学模式。主要包括学教材谈感悟、抓重点定目标、作互动明认识、找规律说策略四个教学环节。其教学原则是：学生主体原则，先学后教、不学不教的原则，激励性原则和反复运用元认知的原则。

The so-called \steps teaching method\is the modern education theory as the instruction, according to the training objectives of school education and the student body and mind law of development, create and construct a set of \and strategies of teaching thought. This is a kind of teacher carefully establishment situation, stage background, inspire guide students to full participation, initiative exploration, cooperation and exchange of procedural and contextualized teaching mode. Mainly include learning about comprehension teaching materials, grasp key set goals, make interactive Ming know said, find rules strategy four teaching steps. Its teaching principle is: the student main body principle, after learn the principle of teach, learn, incentive principles and apply principles of metacognitive repeatedly.

二、“四步转换教学法”的实施策略

Second, the \

1.学教材谈感悟：问题设计要有方向性

1. Learning materials about comprehension: question design direction

一般而言，根据教学内容的难易程度和信息量设计“学教材”时间，初中信息技术教材内容较少，设计为5分钟较为合适，教师的提问设计主要是对教学内容的整体把握，学生初学教材后的认识和感悟，是知识点和能力点的反映，教师要在努力营造最佳的学习情境的基础上热情鼓励，尽可能地让不同程度的学生各抒己见，在《信息获取与管理》一节中，笔者将问题设计为：你从课本中了解了哪几种信息获取的途径？哪些和我们的日常生活联系很密切？通过合书后回忆，学生在总体回忆和模糊印象中才能较为整体地把握问题，也有利于生成新的问题。

In general, according to the teaching content and the amount of information to the difficulty of the design \materials\time, the junior middle school information technology teaching material content is less, design suitable for 5 minutes, the teacher's question design mainly is the overall grasp of the teaching content, students understanding and comprehension, after beginner textbooks is a reflection of knowledge and ability, the teacher wants to in an effort to build the best learning situation on the basis of enthusiastic encouragement, let different levels of students to

http://www.maoganchina.com/ http://www.xinhuigm.com/ http://www.lwlkjx.com/ voice their opinions, as much as possible in the information acquisition and management section, the author will design problem is: what you learned from your textbook to what kind of way of gaining information? And are closely linked to our daily life? Through close book recalls, students only in the mind of the general recall and fuzzy integral to grasp the problem, but also to generate new problems.

2.抓重点定目标：目标定向要呈现学生的“最佳发展角度”

2. Grasp key set goals: goal orientation to render students \

在《信息获取与管理》一课中，学生结合自身经验确定了多个知识点，本着趋同存异、面向大多数的原则，师生不断调整各自的认识和看法，最后，通过教师与学生的讨论最终确定了“网络获取信息的方式、网上信息的下载方法等”教学目标，确定教学目标是师生共同作用的结果，既有教师课前的预设，也是学生思考的结果，这样的教学目标不仅能呈现学生的“最佳发展角度”，而且能让学生予以更多积极的关注。

In the information acquisition and management of a class, students combined with their own experience to determine the various knowledge points, based on the principle of convergence differences, for most, teachers and students to constantly adjust their own understanding and view, finally, through the teachers and students discussion finally determines the \mode of access to information, information on the Internet to download method such as\teaching goal set is the result of the interaction between teachers and students, both the teacher's default, is also the result of the students thinking, the teaching goal can not only present students \

3.作互动明认识：师生互动要注重阅读、比较、反馈、辩论等教学活动

3. Interactive Ming know: interaction between teachers and students should pay attention to reading, comparison, feedback, teaching activities such as debates

优化的学习目标已经产生，接下来是解决问题的阶段了。现在黑板上既有师生趋同的学习目标，也有各自存疑的不同问题，本阶段必须在共同落实学习目标的同时，顺便解决一个个疑问。学生通过教材和教师课前准备的学法指导、屏幕录像等教学资源完成一系列的学习目标，同时，小组学习对学生的自学和探究是很有帮助的。

Optimize the learning goal has been produced, then there is the phase to solve the problem. Both students and teachers on the blackboard now convergence of the learning goals, also have their different problems of doubt, this phase must implement the sharing of learning goals at the same time, by the way solve the question one by one. Students through the teaching material and teacher preparation research method instruction, video screens and other teaching resources to complete a series of learning goals, at the same time, the group learning is very helpful for students' self-study and inquiry.

就《信息的获取与管理》一课教学内容而言，并非所有的知识学生都能自学和探究。因

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此，倡导自主学习、探究学习，并不是要否定教师的讲解。在学生自主学习、探究和讨论的基础上，教师一方面要根据前面确定的教学目标进行必要的精讲，特别是一些难以理解的内容，如搜索引擎的概念及工作方式，教师要灵活地运用各种教学手段，增强直观性、形象性，帮助学生理解和掌握。

Is the information access and management of a class in terms of teaching content, not all students can self-study knowledge and inquiry. Therefore, advocate independent learning, inquiry learning, it is not to deny the explanations of the teachers. In students' autonomous learning, research and discussion, on the basis of teachers on the one hand, should be determined according to the front of the teaching goal to make the necessary earnestly, especially some difficult to understand the content, such as the search engine's concept and working ways, teachers should flexibly use all kinds of teaching means, enhancing visual and vivid, help students understand and grasp.

4.找规律说策略：通过追寻思维]进的痕迹提炼规律性的东西

4. Looking for law says strategy: by pursuing thinking] into the trace of refining regularity

课堂教学要以学生学会学习，掌握学习和研究的方法，探明问题的解决过程为宗旨，以能力形成过程的揭示和运用知识解决问题的能力反馈为立足点。在初中信息技术教学中，实践操作的内容占90%，学生只有在不断的思考练习中摸索出一定的规律，从而内化为自身的学习能力，才能为终身学习提供策略保障。

Classroom teaching to students learning to learn and master the methods of study and research, and proven problem solving process for the purpose, with ability to reveal the formation process and ability to use knowledge to solve the problem feedback as foothold. In the junior middle school information technology teaching, the content of the practice (90%), students only in the thinking for a certain regularity in practice, thus internalized as their own learning ability, ability for life-long learning strategies.

在这一环节中，教师可以引导学生针对操作过程提炼出操作方法，如网上信息的下载，文字、图片、文件各采用怎样的下载方式？面对提问，学生首先要自主思考，得出自己的操作心得，同时，还可以通过交流和讨论，听取别的同学的不同看法，这样便进行到再一次的思考过程中，最终得出更加成熟完善的结论。学生思考、分析、解决问题的能力在自然而然中得到了锻炼，它不仅能树立学生的主体思想，增强学生的参与意识，还可以活跃学生的思维，培养学生的表达能力和发表独到见解的胆量。

In this section, the teacher can guide students to refine operation method, operation process, such as online download of information, using words, pictures, documents how to download? Facing the question, students must first independent thinking, own operating experience, at the same time, also can through the communication and discussion, listen to the different views of other classmate, so to once again in the process of thinking, more mature perfect conclusion in the end. Students' ability of thinking, analysis, solve the problem in the natural exercise, it can not only set up the student's main body thought, enhance the students' participation consciousness, also can active the minds of students, develop the students' ability of expression and opinion of guts.

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通过课堂练习，强化巩固，推进内化。课堂教学的效果如何，通过课堂练习能得到较好的反馈。信息技术课堂的练习设计要考虑到学科的特点，实践操作是重头戏，但是在设计操作过程中要注意设置多梯度任务，让每一个学生在课堂上都有成功的喜悦，同时，在练习选材上要注重思想性，尽量结合教学内容对学生进行德育渗透和人格培养。信息技术课堂的最高目标并不是让学生掌握好一堂课的内容，而是要让学生在课堂学习中总结出实践学习的方法，同时内化为自身的能力，成为他们一生都受用不尽的财富。

Through classroom practice, strengthen and promote the internalization. How the effect of classroom teaching, through classroom practice to get good feedback. Information technology classroom practice design should consider discipline characteristics, practice is the key, but in the design process should pay attention to set the gradient more tasks, let every student in the class have the joy of success, at the same time, on the practice material selection should pay attention to ideological content, try to combine the teaching content for student moral education infiltration and personality cultivation. Information technology class the highest goal is not to let the students grasp the content of the lesson, but to allow students in the classroom study summed up the practice of learning approach, internalizes for own ability at the same time, to be their lifelong benefit greatly from wealth.

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