Online teaching has promoted violent changes in education, especially the selection, use and development of information technology methods, and has rapidly promoted the development of smart education. Grasping the commonalities and differences between online teaching and offline teaching, and balancing the advantages and disadvantages of wisdom education and traditional education, is very meaningful to solve students' perception and harvest problems and promote the in-depth development of online teaching.

 

First, the commonalities and differences of ”view".

In offline teaching, students' “views” are rich in content, including board books, multimedia courseware, and teachers' gestures and eyes. The teacher's ”view" is accurate and effective, and he can keenly perceive the students' micro-expressions and micro-movements, so as to maintain discipline in a timely manner, or make teaching adjustments. The offline "view” is all-round and two-way. In online teaching, the content of ”view“ is rapidly narrowed. Only the courseware on the screen and the teacher's presentation are left in the student's ”view“, and only the feedback from the message area is left in the teacher's ”view". The “view" on the line is local and one-way. This is an innate defect of online teaching, but the advantages of online teaching “view” are also obvious. Teachers can use information technology to demonstrate experimental operations, physical models, mathematical images, cell morphology, etc. more vividly, which is helpful for students' spatial construction and knowledge cognition. From the perspective of “view”, a more visual, intuitive, and specific demonstration of knowledge content is an advantage that online teaching is worth exploring.

 

The second is the commonalities and differences of "listening".

From the perspective of “listening”, the difference in students “listening” is relatively small. Because there is less interference from surrounding classmates, students can hear more clearly in a relatively quiet and alone learning environment, but it does not rule out that because the content of “listening” is relatively monotonous and lacks image perception, students have short-circuited thinking or distracted attention. However, the difference in “listening” by teachers is relatively large. They cannot hear the tone of the students' doubts, and they cannot hear the questions raised by the students subconsciously, which will affect the teachers' judgment of the classroom. Therefore, in the process of online teaching, in order to improve the efficiency of “listening”, teachers should pay attention to the ups and downs of tone, the speed of speech, and the weight of intonation in the process of narration. At the same time, pay attention to the message board in a timely manner, reduce the narration, and use more questions to “listen” to students' doubts, puzzles, andInspiration and programs should also increase the proportion of students “listening” to each other to reduce students' auditory fatigue.

 

The third is the commonalities and differences of “doing".

The biggest challenge of online teaching is to mobilize students to do it. In offline teaching, students can discuss in groups and explore cooperatively. Under the guidance and supervision of teachers, they can carry out necessary exercises and knowledge consolidation to test the effectiveness of learning. In online teaching, group discussions are restricted and cooperative learning is affected. Although some teaching platforms have also developed group discussion procedures and interactive annotation procedures, front-line teachers have not used this enough, and there is a lack of discussion, communication, hands-on and other links in the teaching process.

In addition, the use of information software may also affect students' hands-on operations. The author used GGB software to demonstrate functional images to students, and found that some students learned to download the drawing software. As a result, students used the software to draw pictures frequently and neglected to make pictures. For mathematics learning, this is a very bad habit. Classroom time is limited, and the total amount of knowledge is determined. Teachers' teaching and students' learning should complement and complement each other. Teachers should minimize students' dependence on information software and allow students to do it diligently.

 

Fourth, the commonalities and differences of “thinking".

Thinking is a high-dimensional learning ability, and it is the way learning really happens. In the author's view, compared with offline teaching, the methods of teaching, learning scenarios, and method choices will change, but the thinking of students, the relationship between teachers and students, and the nature of learning have not fundamentally changed. Therefore, in the process of online teaching, it is necessary to give students enough time and space for independent learning, so that students can think deeply and think independently. Taking reading and writing as an example, in the process of teaching, if teachers can guide students to calm down, read, think, and express quietly, students will be very rewarding.

Taking mathematics and physics as an example, the research and generation of a lot of knowledge is inseparable from the creation of mathematical situations and the exploration of the essence of the pursuit. It can also be developed in online teaching. It should be noted that the teacher's “diligence” will develop the student's “laziness”. The teacher's blind pursuit of deep and thorough knowledge will not only take up a lot of time, but also let the student develop the habit of not thinking about it. From the perspective of “thinking”, delaying teachers' statements, extending after-school thinking, and extending the breadth of knowledge are issues that need to be paid attention to in online teaching.

 

In short, while adapting to the online teaching model, educators must also innovate methods and methods. On the basis of following the laws of education, students can see intuitively, listen to frustration, do diligently, and think deeply.