闽教新版《开启网络之旅》教学案例

《开启网络之旅》教学案例

教材及学情分析：

教材运用图文并茂的方式，展示因特网传播信息、查找信息、收发电子邮件、休闲娱乐等服务功能，让学生了解网络已经走进人们的生活，并正在改变人们生活的方方面面，激发学生的学习兴趣，从而引入开启网络之门的钥匙——“浏览器”的认识和启动。

通过本节课的学习，帮助学生梳理过去关于因特网的零星知识，更加全面地了解因特网的用途，正确认识因特网的功能，感受因特网的广泛应用带来的深刻影响，激发学生学习因特网知识的积极性。

教学目标：

1．了解网络改变生活的方方面面。

2．认识IE图标，了解IE的作用。

3．学会启动IE浏览器。

教学重点和难点：

1．教学重点：

（1）了解网络改变生活的方方面面。

（2）认识IE浏览器图标，学会启动IE浏览器。

2．教学难点：正确认识因特网的用途。

教学方法：

1．演示讲解法：演示、讲解因特网的主要用途。

2．讨论交流法：讨论、交流因特网给人们带来哪些帮助。

3．小组合作、探究法：以小组为单位，合作、探究教材中的创新活动。想一想、说一说图片中人们用因特网在做什么。

4．总结、归纳法：引导学生总结、归纳学习过程。

教学准备：

1．教学环境：

（1）硬件环境：教学多媒体控制系统。

（2）软件环境：Windows XP。

2．教学资源：课件。

教学过程：

一、新课导入

1.指导学生阅读教材:我们要认识一位新朋友，请同学们阅读教材第79页的“学习任务”、“开阔视野”，看看这位新朋友叫什么名字?

2.指导学生明确新朋友:因特网。

3.出示课题：第14课开启网络之旅。

[设计意图]课前通过引导学生寻找新朋友，调动学生的学习兴趣，为后面的学习作铺垫。

二、新授

（一）任务一、了解网络改变生活的方方面面

1．教师讲授故事：《小明的一天》。

2．提问:在刚才的故事里，小明在哪些方面使用了因特网?

3．引导学生想一想:因特网还给我们带来哪些帮助?能不能沉迷于网络?

4．根据学生的回答，教师边演示边讲解，并板书:

(1)传播信息。 (2)查找信息。

(3)收发电子邮件。(4)休闲娱乐。

……

[设计意图]通过故事的形式，将教材中网络改变生活的范例融入其中，体现了知识的趣味性，适合三年级学生认知的特点。

（二）任务二、认识浏览器

1.因特网是信息的海洋，海洋的组成元素是网页，打开网页需要借助一把专门的钥匙—浏览器。

2.出示IE浏览器图标，引导学生在电脑桌面上找一找。

3.想一想:你还见过哪些浏览器?

4.出示教材第82页浏览器图标，并介绍:常见的浏览器还有360浏览器、傲游浏览器、QQ浏览器等。

[设计意图]把浏览器比喻成开启网络的一把钥匙，有效地调动学生学习的兴趣。

（三）任务三、启动浏览器

1.演示启动IE浏览器的方法。

2，布置任务:启动桌面上的IE浏览器。

3.引导学生说一说:启动IE浏览器的方法和打开桌面上“我的电脑”、“我的文档”的方法有什么区别。

[设计意图]通过对比，加深对启动IE浏览器的理解。

（四）创新活动

1．布置任务：以小组为单位，完成教材83页的创新活动。看一看下面这些图片，发挥自己的想象，他们在用因特网做什么？

2．求助方式：

（1）与组内的同学讨论；

（2）举手问老师。

3．引导学生展示讨论结果。（按照教材83页图片的横向顺序）。

（1）查找资料；（2）观看网络动画；

（3）网上电子银行转账；（4）网络视频会议；

（5）网上购物；（6）网上听音乐。

[设计意图]让学生通过知识迁移的方式，运用分组讨论、咨询老师等求助方式，创新地完成任务。有效地培养学生合作探究、自主创新的能力。

三、课堂小结

1．说一说这节课有什么收获？

2．引导学生回顾因特网改变人们生活的方方面面。

[设计意图]及时的总结，有助于学生将零散的知识系统化。学生在交流、总结的过程中，有效地提高了语言表达能力。

3．完成教材第84页的活动评价表。

4．教师小结:本节课，我们了解了因特网改变人们生活的方方面面，希望同学们在今后的学习中能充分利用网络资源，让因特网成为我们学习的乐园!

[设计意图]鼓励学生把学到的技能运用到实际生活当中，激发学生继续深入学习的兴趣。

教学反思：

计算机网络对学生来说决不是一个陌生的词汇，大部分学生对网上冲浪已是经游刃有余。但如何激发学生的兴趣，让他们从应用的层面潜入底层去发掘技术的思想火花呢？在传统的教学中，老师通常采用深入浅出的讲解告诉学生计算机网络是什么，有什么功能等等，这种方法虽然能够全面的让学生认识计算机网络，但学生的认识往往不够深刻，对知识的记忆也很短暂。既然学生已经能够熟练的使用计算机网络这个世界上最大的学习资源库了，何不让学生自己利用网络、认识网络呢？于是我尝试以学生自主探究为主的教学方法，具体教学过程如下：

一、创设情境任务引领

教师首先通过提问引起学生的思考，激发探究的欲望：计算机网络为什么能给我们的学习和生活带来这么多的影响，网络到底是什么？然后给出任务即四个问题：1、什么是计算机网络，分别用文字陈述和图片描述。计算机网络是如何产生的？2、结合生活实践谈谈计算计算网络有哪些功能？3、计算机网络的分类，学校的校园网属于哪一类？4、计算机网络有哪些典型的应用？让任务引领学生去搜索、去探讨。

二、利用网络资源共享

学生围绕四个问题上网搜集资料，这一环节要求学生通过快速的浏览进行选择，即对信息进行粗加工，然后将资料存放在共享文件夹中，实现资源共享，这样可以提高搜集资料的效率，缩短上网的时间。

三、梳理资料制作课件

认真地对网上搜集的资料进行再次选择、整理、加工，用自己能够理解的语言制作成课件是学生理解本节知识点的关键。为了避免学生不加思考的复制、粘贴，我首先给他们进行一下角色转换：假如你是老师，下节课将用你自己制作的课件向大家讲解这几个问题。其次在学生制作的过程中教师要及时解答他们的疑问，解决他们在理解过程中遇到的困难和制作课件时所需的技术支持。

四、分组讨论补充完善

前面的环节都是学生独立完成的，对知识点的理解肯定还有疏漏。将学生分成6人一组进行讨论，选出最好的课件进行补充完善，学生在此过程中共享思路、激发灵感、反思自我、增进友谊，进一步加深对知识的理解。

五、学生演示教师补充

最后，选出有代表性的两个或三个小组上台演示、讲解，学生质疑，给出评价，选出最佳小组。教师根据具体情况进行补充。

从上课的实际效果看，这种学生自主探究的学习方法虽然花费的时间多，但学生的参与度大，学习积极性高，教学效果好。需要注意的是，教师要加强个别辅导和对学生的监督。

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