Research On The Improvement Of High School Chinese Teaching Courseware Based On Students' Standpoin

With the continuous advancement of education reform,multimedia technology plays an increasingly important role in the field of education and teaching.As an important form of expression of multimedia teaching means,teaching courseware has been welcomed by many teachers and students.In the high school Chinese classroom,the teaching courseware breaks through the traditional teaching mode,and shows its advantages in improving the students’ interest,expanding the teaching resources,expanding the classroom capacity and so on."Chinese Curriculum Standards for Ordinary High Schools" points out " Explore the transformation of teaching and learning methods under the background of information technology,grasp the relationship between technology and Chinese,and make rational use of information technology." At the same time,in the teaching courseware production and use of some problems,such as: from the teaching material,too intuitive,process machinery,replace the blackboard writing.In the application of courseware,if the teacher is not based on the students ’position,then the communication between teachers and students is easy to be ignored,the students’ initiative of students is difficult to play,resulting in the classroom can not get rid of the mode of "full room",on the route of "being led by the nose by courseware".Therefore,the author hopes to try to analyze and solve the solution to the problem of how to better serve the development of students from the standpoint of students.The idea of this paper is: centering on the high school Chinese teachers making and using teaching courseware,put forward the problems in the production and use of teaching courseware,analyze the causes of the problems,put forward the strategies to solve the problems,and finally combined with specific cases to explain.According to this idea,the paper mainly includes the following parts:In the first chapter,the introduction section introduces the research background,research significance,research method and research status.In the second chapter,the relevant concepts are defined,and the application basis and value of high school Chinese teaching courseware are expounded.In the third chapter,the data of questionnaire and interview are analyzed,and according to the production and use of teaching courseware found in the questionnaire survey,interview and classroom observation,the current problems in the production and use of teaching courseware are summarized.On the basis of raising questions,analyze the causes of these problems,that is,the lack of students’ positions,and specific from four aspects.In the fourth chapter,in order to solve this problem,we try to put forward the improvement strategy of high school Chinese teaching courseware based on students’ standpoint.It mainly includes: at the school level,regular multimedia technology training for Chinese teachers,the establishment of teaching resource database related to Chinese courseware,and the evaluation system of Chinese teaching courseware.At the teacher level,when making courseware,teachers should correctly understand the role of courseware in teaching — — Students ’learning tools;correctly handle the relationship between courseware and textbooks,pay attention to analyze the collection and arrangement of materials to meet the needs of students;the interface design should conform to students’ visual habits.When using courseware,teachers should change their ideas and focus students;use courseware flexibly,pay attention to students ’thinking process;combine courseware with blackboard writing to promote students’ learning.In the fifth chapter,the questions and improvement strategies are proposed according to the above article,showing the teaching case of high school Chinese teaching courseware based on the students’ standpoint.This paper hopes to help high school Chinese teachers to get out of the dilemma of teaching courseware application,so that they can truly serve the development of students in teaching.