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我在劳技课教学中,尝试运用电教媒体,营造轻松愉快的氛围,让学生在这种氛围中去感知、认知、操作实践,掌握技能方法。激发兴趣,情境导入在劳技课中,我首先注意提高学生的学习兴趣,利用录音、录像等唤起他们的好奇心,把“要我学”转变为“我想学”、“我要学”。如在第五册的《擦玻璃窗》一课中,我先播放了学校大扫除的实况录像,其中就有学生擦玻璃窗的一些镜头。当学生们看到自己或同学在录像中出现,都兴致勃勃,看得非常认真。我抓住机会把某些同学不正确的擦窗方法镜头定格,请他们自己来评价、讨论、比较。这样,学生都较好地掌握了擦窗方法。在第六册《电视机的使用和保养》一课中,我先利用录音机播放了《电视机的哭诉》这则小故事,然后向学生提问:“电视机为什么要哭?
In my teaching of skills, I try to use audio-visual media to create a relaxed and pleasant atmosphere in which students can perceive, recognize, practice and master skills and methods. To stimulate interest and situation introduction In the labor class, I first pay attention to improving the students’ interest in learning, using audiotapes and video to arouse their curiosity, and change ”want me to learn“ into ”I want to learn“ ”I want to learn“. As I explained in Lesson 5, ”Cabin“, I started with a live video of school cleaning, some of which were taken by students to clean the windows. When students see themselves or their classmates appear in the video, are enthusiastic, very seriously. I seize the opportunity to freeze some of my classmates lens lens method, ask them to evaluate, discuss, compare. In this way, students have a better grasp of the method of cleaning windows. In my lesson titled ”Using and Maintaining TV Set 6,“ I first played the narrator ”Cry on TV“ with a tape recorder. Then I asked the students: ”Why do TVs cry?