由于小学低段学生识字量少、集中注意力时间短、认知能力有限,所以,教师在电子导学设计与使用上与小学中高学段年级不一样。怎样使小学低段课堂导学更具实用性和针对性呢?下面结合教学实例谈谈个人对小学低段电子导学的几点认识:一、电子导学学习任务要“小”教师依据学生学识能力合理设置电子导学学习任务,电子导学学习任务不求多、求大,追求的是“小”(任务量适宜而明确),以使低年级的学生不仅看得明白而且有能力达成。如,人教版小学一年级上册语文《爷爷和小树》教学设计第一 Due to the low primary school students less literacy, focus on time is short, cognitive ability is limited, so teachers in the design and use of e-learning and primary school high school grade is not the same. How to make the primary low-level classroom guidance more practical and targeted? The following combination of personal teaching examples of low-level primary school e-learning a few understanding: First, the e-learning learning mission to “small” teacher According to the students ability to learn to set up a reasonable electronic learning e-learning tasks, e-learning learning tasks do not seek more, seeking large, the pursuit of “small” (task appropriate and clear), so that students in lower grades not only see clearly And have the ability to reach. For example, the first grade of PEP teaching book “Grandpa and Little Tree” teaching design first