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信息来源是如此丰富且各具优点，那么如何选择合适的来源就显得非常重要了。首先可根据我们的需求并结合我们的实际情况去掉一些不合适的信息来源，再从最方便、性价比最好的信息来源开始尝试，如未达到目的，则需再做选择。
3、确定信息获取方法
由于信息来源的多样性，同样也决定了信息获取方法的多样性。
①现场观察法 ②问卷调查法 ③访谈法 ④检索法（文献检索、网络检索） ⑤实验法
现在，利用计算机网络获取信息已越来越广泛了。（为讲解“因特网信息的查找”一节作铺垫。）
4、评价信息
即是以先前所确定的信息需求（信息的数量、信息的适用性、信息的载体形式、信息的可信度、信息的时效）为依据，对获取的信息进行评价。评价信息是有效获取信息的一个非常重要的步骤，它直接涉及到信息获取的效益。其实在获取信息的过程就一直在评价及挑选，即评价贯穿整个信息获取在过程。如不符合我们的需要就需作重新调整。
［思考与研讨］因特网上有我们需要丰富多彩的信息，现在我们利用因特网获取信息已越来越广泛了。那么，作为信息的接受者，我们该如何客观地评价来自因特网上的大量的信息呢？ （参考《信息技术基础实践指导》16页）
可以从以下几个角度评价：
1、信息的权威性；（网站的主办者、作者、网页的制作和发布机构等信息）
.edu是教育类网站，既可能是严肃的学术研究，也可能是学生随意制作的主页。
.gov或.gov.cn是政府网站，一般比较权威、可靠，不会随意发布不准确的信息。
.com或.com.cn是商业网站，最常见。在介绍自己的产品时往往会夸大其辞，所以要注意批判性地接受。
.net网络服务公司，为商业或个人用户提供服务。
.org一般是非赢利性组织，其观点可能带有倾向性。
2、信息的准确性；（文字是否通畅、统计表或图片是否清晰易读、文章、组织或个人资料的科学性等）
3、信息的客观性；（网站主办者、主要投资者、作者所属机构利益与文章内容是否有关联等）
4、信息的时效性。（网页或文档的创建日期、发布日期、最后修改日期等）
五、布置课后作业
（教案和教学设计）课件教学案例：信息获取的一般过程教育资源
教学资料人教新目标七下教案Unit 11 What do you think of&nbs
第二节
Unit 11 What do you think of game shows? （section B）
ⅠTeaching Aims and Demands
1. Knowledge Objects
Key words.
Target language.
What does your father think of the watch?
He doesn’t mind it?
2. Ability Object
Train students’ listening, speaking, reading and writing skills.
Train students’ communicative competence.
Self-check.
3. Moral Object
Do you know what your parents like or don’t like? If not, ask them after class.
Ⅱ. Teaching Key Points
The key vocabulary.
The target language.
Ⅲ. Teaching Difficulties
Train students’ reading and writing skills.
Write a travel diary.
Complete a questionnaire and make a survey.
Ⅳ. Teaching Methods
Listening, reading, writing and speaking methods.
Practicing methods
Group work
Ⅴ. Teaching Aids
A computer
The blackboard.
Ⅵ. Teaching Procedures
StepⅠGreeting
Greet the class as usual.
Check the homework.
StepⅡ 1a 1b
1. Match each word with a picture beneath by writing the litter of the picture in the bland in front of the correct word.
2. Get students to work in pairs. Tell your partner what you have.
StepⅢ 2a 2b
1. Play a recording of a conversation. Listen and write down the names of these things in the first column.
2. Play the same recording again. This time you are to listen and write down what Carol and Paul think of these things in the chart in 2a using the words in the box.
StepⅣ 2c
Place students in to groups of four. Take turns asking and answering questions about what you parents think of the things in activity 2a ad in the sample conversation.
StepⅤ 3a 3b
1. Read this article carefully. Fill in the names of students in the correct blanks to show their likes and dislikes.
2. Fill in the blank lines. Say what you think of each item in 1a in Section B. Using the words like, love, don’t mind, don’t like and can’t stand.
StepⅥ 4
Ask, what other things can you think of except what we’ve learned in class? Make a list of six more things.
StepⅦ Self-check 1 2 3 Just for fun!
1. Ask students to check all the words they know.
2. Ask students to write five new words in their Vocab-builder.
3. put students into groups. Please discuss whether you agree with her or not. Write a passage to gibe your opinion.
4. Ask students to read the cartoon to themselves. Then invite some pairs to act it out in the front of the class.
StepⅧ Summary
Summary the target language we’ve learned in this class.
StepⅨ Homework
谈一下你所拥有的某个东西,并谈谈你的看法..
Blackboard Design
Unit 11 What do you think of game shows?
What does your father think of the watch?
He doesn’t mind it.
What do think of sunglasses?
I can’t stand them.
（教案和教学设计）课件人教新目标七下教案Unit 11 What do you think of&nbs教育资源
曹雪花老师潘家坝小学教师：小学美术第八册《适合纹样》教学设计。小学美术第八册《适合纹样》教学设计宜兴市潘家坝小学 曹雪花教学目标： 1、通过观察、欣赏、讨论、操作和绘画等手段，了解适合纹样的基本知识和特点，掌握其图案装饰的一般规律，知道适合纹样在日常生活中的广泛运用。应会运用以前学过的点、线、面等装饰方法和夸张、变形、省略等变化方法来对适合纹样进行装饰。2、学生通过创作设计，用彩笔勾画出富有变化的适合纹样，培养学生的创上一页 [1] [2] [3] [4] [5] [6] 下一页
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