Second, the topic is put forward
(a), the background of the topic.
The birth of computers and the application of information technology have entered the field of education and teaching at a very fast speed, which poses a severe challenge to the traditional educational concepts and models, but also injects new vitality into teaching activities and provides educators with a broader space for display. The same is true for junior high school Chinese teaching. As the most advanced teaching method in modern educational technology, information technology has been applied more and more. Then, how to use information technology to build a junior high school Chinese classroom teaching model? How to use it to make Chinese teaching get the best benefit? This will be a hot topic in current research.
At present, the teaching modes of applying information technology to subject teaching summarized at home and abroad mainly include the following three situations:
1. "Multimedia Computer Aided Instruction" mode of classroom teaching based on computer multimedia technology;
2. Internet-based "network teaching" mode;
3. Virtual reality teaching mode based on computer simulation technology.
The above three teaching modes are a summary of the previous teaching practice of information technology applied to various disciplines, and also the concretization of related theories. It can be found that under the "multimedia-assisted teaching mode", teachers control the whole teaching process and play a leading role in teaching. Teaching design pays attention to system design, but teaching is procedural. It pays attention to the role of courseware in teaching, and the main position of students has not been established; The "virtual reality teaching" mode is more widely used in the future education and training field, while the "network teaching" mode can not only improve the dissemination and utilization of information, but also allow students to learn independently. At the same time, teachers and students, students and students can learn equally through "consultation", but teachers lack effective guidance and norms for students' learning.
It is not difficult to see that many research groups have participated in this field, but there is no innovative research, which is both a challenge and an opportunity for our research. The research results at home and abroad provide a useful reference for us to further explore the innovative teaching mode under the information technology environment, and further clarify the direction of research and breakthrough.
To this end, we put forward "innovative research on the construction of junior high school Chinese classroom teaching mode by using information technology"
Theme. This paper attempts to explore the educational technology environment, create a student-centered information learning environment, establish an equal and harmonious relationship between teachers and students, and make information technology a tool for students to learn Chinese. Through practical exploration and theoretical research, the teaching mode of Chinese subject has been innovated and successful experience worth popularizing has been obtained.
(2) The purpose, significance and value of the research.
1, the purpose of the study:
(1) Improve students' Chinese literacy quickly and efficiently.
Based on the information technology environment, this study introduces? Chinese curriculum standards? Based on the basic concept of information technology and the contemporary advanced education and teaching concept, this paper explores the use of information technology to build a junior high school Chinese classroom teaching model, give full play to students' initiative, realize two-way communication between teachers and students, improve students' interest in learning Chinese through the integration of information technology and Chinese teaching, cultivate students' ability to collect, analyze and synthesize information, and enhance students' awareness and ability of autonomous learning, thus improving Chinese literacy quickly and efficiently.
(2) Quickly improve the quality and scientific research level of Chinese teachers.
Using information technology to learn Chinese is a new way of learning. According to students' physical and mental development and the characteristics of Chinese learning, Chinese teachers should strengthen the study and research of educational theory, further improve their understanding, update their concepts, establish correct views on teachers, students and quality, and realize the transformation of educational concepts and teaching roles as soon as possible. In Chinese teaching, we should constantly enrich ourselves, improve ourselves, explore the use of information technology to build an innovative model of junior high school Chinese classroom teaching, promote the transformation of learning methods and education methods, and create new space and conditions for students to learn vividly, lively and independently.
2. Significance of the study:
(1) theoretical significance:
Constructing innovative teaching mode of junior middle school Chinese under the information technology environment, enriching and developing modern teaching theory.
(2) Practical significance:
(1) Promote students' all-round development, cultivate students' autonomous learning and innovative ability, and let information technology play its due role in cultivating new talents that meet the requirements of the times.
② Improve teachers' Chinese information literacy in an all-round way, promote the constant renewal of teachers' educational concepts, and constantly improve teachers' personal quality and teaching ability.
(3) Explore new ways to further improve teaching quality, scientific research level, school-running benefit and school-running level, and seek a new mode of Chinese teaching.
3. Theoretical value of the research:
(1) Promote the level of informatization construction with subject research and innovate education and teaching activities with information technology.
① Through the research and practice of the subject, improve the level of school information construction.
(2) Promote the curriculum reform under the information technology environment through the research and practice of the subject.
③ Promote the improvement of students' information literacy and innovation ability through the research and practice of the subject.
(2) The research results summarized by the project research can enrich the theory of quality education, provide reference experience for the majority of primary and secondary schools to apply information technology to implement quality education, and provide favorable guidance for the application of information technology to implement quality education in primary and secondary schools.
(3) Theoretical basis of the research.
Piaget's constructivist learning theory.
Piaget's constructivism holds that students' knowledge is obtained by making full use of various resources (including text textbooks, audio-visual materials, multimedia courseware, software tools, network information, social practice and other teaching information, etc.). ) In a certain learning environment, with the help of teachers and other students. In this process, students are the main body of information acquisition, information processing and information application, and they are the active constructors of meaning construction, not the passive recipients of external stimuli. Modern educational technology under constructivism emphasizes the realization of independent learning, independent discovery and independent exploration, the acquisition of new knowledge, new methods and new ideas, and the cultivation of learning ability.
(4) The practical basis of the research.
Most of the young teachers in the school are flexible, quick-thinking, easy to accept new knowledge and brave to challenge new things. The strong combination of school leaders provides a good research environment for the smooth progress of the research. In recent years, in deepening the reform of education and teaching and improving the quality of students in an all-round way, our school has put forward the idea of running a research-oriented school and achieved gratifying results and fruitful results. The school attaches great importance to information technology education and is an information demonstration school. Specialized organizations and scientific research institutions have been set up, and nearly 80 computers have been purchased, which meets the needs of experimental teaching and information technology teaching. The campus network covering the whole school provides a solid material guarantee for the in-depth development of experimental topics. In all teaching practice, teachers have accumulated valuable experience in integrating many disciplines with information technology, and created a team of teachers with rich teaching experience, strong scientific research ability and keen on teaching reform experiments.
Research environment:
1. Team quality: The research group is a young, promising, professional, organized, experienced and enterprising team. Most of the teachers participating in the project experiment are young backbone teachers in Chinese teaching. Their knowledge, age and professional structure are reasonable. Lu Kefa, the team leader, has many years of experience in project research and management, and all the research members have bachelor degree or above. Many members of the research group have been engaged in Chinese teaching and computer teaching for a long time, and they have performed well in computer skill competitions and subject teaching basic skills competitions organized by the whole city. In order to do a good job in the experimental research of the subject, the school also specially organized members of the research group to carry out computer professional knowledge training. Many papers and achievements of the members of the research group have won many awards, and they have strong theoretical and professional knowledge and accumulated certain research experience.
2. Software and hardware environment: Our school is a standardized school in the city, a national experimental school for distance education in rural areas, and a designated school for information technology grade examination in Shandong Province. The school has a campus network, a teacher's electronic lesson preparation room and a multimedia classroom, and the teacher's office has realized informationization and networking. The project research funds have been strongly supported by the school.
Third, the definition and theoretical assumptions of the subject
(A), the definition of the subject
1, information technology
Refers to the use of multimedia, network and other information technologies as a means of education and teaching to create a good learning environment.
Step 2 synthesize
It is the theory and practice of applying modern educational theory, showing scientific and technological achievements, and realizing teaching optimization through the design, development, utilization, evaluation and management of teaching and learning process and teaching and learning resources.
3. New teaching mode
It is a method and form to scientifically summarize the teaching process of teachers and the learning process of students. The new teaching mode can transform the teaching idea into the teaching process. The new teaching mode has a high degree of theoretical universality and operability in teaching implementation; The new teaching mode is a typical pursuit based on the original teaching mode, which includes teaching objectives, teaching contents, teaching process, teaching methods, teaching evaluation and teacher-student relationship. There are reasonable innovations on the basis of the original teaching mode.
4. Learning style
It refers to the basic way for students to acquire declarative knowledge, procedural knowledge and strategic knowledge. In the research process of this topic, the learning methods include meaningful acceptance, exploration, cooperation and autonomy.
(B), the main theoretical assumptions
1, theoretical assumption
With the help of information technology, a new Chinese classroom teaching model in junior high school is constructed to improve the quality of Chinese teaching and cultivate students' comprehensive Chinese quality.
2. Experimental variables
(1), independent variable: application of information technology.
(2) Dependent variable: Students' autonomous learning ability, reading ability, writing ability and teaching quality have been improved in an all-round way.
(3), control variables
① Cultivation of students' interest.
② The members of the research group are relatively stable.
③ The control class does not use the lesson plans of the experimental class.
(4) Increase the investment of experimental funds to make material preparations for the normal development of the experiment.
Fourth, the research objectives of this topic.
1, through experiments, optimize the structure of Chinese classroom teaching and build a new model of Chinese teaching in junior high school.
2. Through experiments, improve students' Chinese autonomous learning ability, reading ability and writing ability, and constantly improve the teaching quality.
3. Further improve students' information literacy and teachers' professional development through experiments.
Five, the content of the subject research
Su Jiaoban junior high school Chinese 1-6 volumes
Six, the research object:
All the students in Class One and Class Two, Grade 2006
Seven, research methods.
In the research process, action research is mainly used, supplemented by investigation, observation, experience summary and statistics.
Eight, the target detection system
First, with the help of Weifang Education Bureau, the evaluation standard of "autonomous, mutual assistance, efficient and learning-oriented classroom" was built to test the situation of classroom teaching (interpretation of specific texts) and comprehensive learning (taking specific topics as themes or research topics) of teachers and students.
The second is to include "reading, writing, listening and speaking" in the scope of examination and assessment, and conduct a comprehensive assessment of students' pragmatic behavior ability.
The specific breakdown is as follows:
Main index
Auxiliary index
Third-order index
The comprehensive quality of students' Chinese 50
1, Chinese autonomous learning ability 15
Using information technology to cultivate students' interest 3
(2) autonomous learning environment
(3) Establish an equal relationship between teachers and students.
(4) Mutual assistance, cooperation and autonomous learning 6
2. Reading ability 10
(1) Clear your mind and try to understand 3
(2) Being able to ask question 3
(3) Learn to express accurately and handle the relationship between expository writing and intensive reading.
3. Writing ability 10
(1) Oral communication 4
(2) Diary writing 3
(3) Writing training 3
4. Teaching quality 15
(1) update ideas and change strategies 4
(2) Create a democratic teaching atmosphere
(3) Optimize the classroom teaching mode 8
Teacher professional development 50
1, teaching and scientific research 20
Establish the idea of scientific research first
(2) Using information technology to improve the value of scientific research achievements 6
(3) Pay attention to practical results and apply scientific research results to classroom teaching.
2, teaching ability 20
(1) Ability to use technology 6
(2) Innovative thinking ability 6
(3) Obtaining information 4
(4) Integration ability 4
3. Professionalism 10
(1) Establish correct professional values II
(2) Love students and be willing to teach.
(3) The enthusiasm of teaching and educating people 3
(4) Willing to devote everything to education.
Nine. Implementation steps
The research period of this topic is two and a half years.
1, preparation stage (May 2007-June 2007)
Set up a research group, make a project experiment plan, prepare equipment and materials, declare the project, demonstrate the project, and do a good job in the preliminary preparation.
2. Implementation phase (June 2007 to February 2008)
① Conduct experimental research according to the project plan.
② Collect research data and discuss the research process, methods and problems.
③ Modify and improve the experimental scheme.
(4) Stage detection, evaluation and summary.
3. Summary stage (65438+20091October-June 2009)
① Collect, analyze and sort out the written materials formed in the experimental research.
(2) Write a research report and do a good job in summarizing the topic.
③ Summarize the experimental work and complete the experimental report.
④ Summarize the research work and accumulate the data of the research process.
⑤ Make up for the weak links and loopholes in the experimental stage.
⑥ Conduct self-inspection and accept inspection, acceptance and evaluation.
X. Expected research results
Main-main period result
serial number
Research stage
(Start and End Time)
stage name
Form of achievement
represent
1
May 2007
June 2007
Project evaluation book and project research implementation plan
other
Lukofa
king
2
May 2007
June 2007
Project design demonstration and feasibility analysis of completing the project
Experimental scheme
king
three
July 2007
165438+20071October
Research report on phased work of project experiment
research report
Fu liangqing
four
July 2007
165438+20071October
1. Information technology is the basis of constructing a new model of junior middle school Chinese teaching.
2. The relationship between information technology and Chinese classroom teaching in new junior middle schools.
thesis
Wang Heng
five
5 June 2007 to 5 February 2007
May 2008
1. The new junior middle school Chinese teaching method should be based on information technology.
2. The role of information technology in the new junior high school Chinese classroom teaching.
3. Information technology and junior high school Chinese classroom teaching methods.
thesis
Wang Heng
six
June 2008
65438+February 2008
How to use information technology in Chinese teaching
thesis
Zhang Zhengxiang
seven
June 5438, 2009+10 month
June 2009
Constructing a new Chinese classroom teaching in junior high school
thesis
king
eight
May 2009
June 2009
Summary of project research work
work report
Wang Heng
nine
May 2009
June 2009
Project research report
research report
Fu liangqing
serial number
end time
Final fruit name
Form of achievement
person in charge
1
June 5438, 2009+10 month
June 2009
Using information technology to construct a new Chinese classroom teaching in junior high school
autobiography
Lukofa
2
June 5438, 2009+10 month
June 2009
Typical lesson examples of subject experiment video recording
other
the Chen Dynasty
three
May 2009
June 2009
Instructional design, courseware, theme learning website
other
the Chen Dynasty
XI。 organization structure
1, Steering Group: Yang Guofeng (Deputy Director of Qingzhou Audio-visual Education Center)
Zhuangmingke (Qingzhou Audio-visual Education Center)
Tang Xingting (Chinese Teaching and Research Fellow of Qingzhou Teaching and Research Section)
2. Leading Group:
Team leader: Lu Kefa
Member: Wang Heng
Fu Yuchen
3. Experimental group: