1. Research and Practice of Educational Informatization Project
Actively participated in the construction project of educational informatization in China, and developed a large number of domestic leading educational informatization solutions and educational software products (technical research and development achievements).
(1)1999 In August, entrusted by the Ministry of Education of People's Republic of China (PRC), He Kekang presided over the formulation of the first Technical Specification for the Construction of Distance Education Resources in China. This standard was officially issued by the Department of Higher Education of the Ministry of Education in May 2000, and has been used in universities all over the country.
(2)1At the end of 998, He Kekang first put forward the concept of "Metropolitan Education Network" in China. Subsequently, with the support of Foshan Municipal Government, from March 2000 1999 to July 2000, He Kekang independently designed and undertook all the software and hardware projects, and built the first "Metropolitan Education Network" in China with high quality. He Kekang's team put forward a comprehensive solution for metropolitan education network, including four elements: hardware facilities, software platform, resource construction and teacher training. This solution has become the basic guiding ideology of China Metropolitan Education Network.
(3) In June 2000, He Kekang undertook the project of "Modern Distance Teaching Support Platform" entrusted by the Ministry of Education-providing a unified teaching support platform with independent intellectual property rights for more than 300 "New Century Online Courses" sponsored by the network colleges of 68 universities and the Ministry of Education. Appraised by authoritative experts, this platform is considered to be the first online teaching platform with the most complete functions and strong practicability in China.
(4)200 1,1kloc-0/On October 28th, He Kekang independently developed and opened the first large-scale "distributed educational resource network system" at the provincial level in China-Guangdong Basic Education Distributed Resource Network System. The system can realize four-level distributed storage and retrieval of provincial educational resources.
(5) In June 2002, He Kekang's team won the bid for the first time in the bidding project of the super-large enterprise network training platform of Ping An Insurance Company, which broke through the situation that all the super-large enterprise network training platform projects were monopolized by large foreign companies. Then in July 2003, he won the bid for the super-large enterprise network training platform of Galaxy Securities Company again, which not only established the leading position of He Kekang's team in the network education platform of colleges and universities and the informatization construction of basic education, but also established the leading position of enterprise E-Learning.
(6)1June, 1999, Team He Kekang cooperated with Shenzhen Education Bureau to take the lead in developing "Research on the Theory and Method of Computer Automatic Assessment of Skilled Non-objective Questions" in China, which was appraised by an authoritative expert group headed by academicians, and the results reached the domestic leading and international advanced level.
2. Experiment of teaching reform in primary and secondary schools in the information age
We are committed to the experiment of teaching reform in primary and secondary schools nationwide, taking the lead in advocating and vigorously promoting the integration of information technology and various subject courses, promoting educational modernization with educational informationization, and realizing the leap-forward development of basic education in quality.
From 1994, He Kekang initiated a project in the Department of Basic Education of the Ministry of Education-the experimental research on the integration of information technology and curriculum in Chinese teaching in primary and secondary schools (this project was expanded to the experimental research on the integration of information technology and curriculum in primary and secondary schools a few years later), which is the earliest theoretical and practical exploration of the integration of information technology and curriculum in China. It is precisely because we have carried out the most lasting and in-depth research in this field that we have achieved fruitful results in this field and still lead the direction and trend in the field of information technology and curriculum integration in China.
3. The research and practice of teachers' professional construction and educational informatization.
Since April 2002, He Kekang has been employed by the Ministry of Education as the director of the National Expert Committee on Teacher Education Informatization. After accepting this task, He Kekang suggested to the Ministry of Education to formulate the National Standard for Educational Technology Ability of Primary and Secondary School Teachers. This suggestion was quickly adopted by the leaders of the Ministry of Education, and He Kekang was appointed to be responsible for the formulation of this standard. Two years later, the standard was formulated and officially promulgated by the Ministry of Education at the end of 2004. This is the first standard of teachers' professional competence in China. Experts generally believe that the promulgation and implementation of this standard is of far-reaching significance, which plays an important role in promoting the professional construction of teachers in China, the implementation and implementation of the new round of basic education curriculum reform, especially the healthy, sustained and in-depth development of educational informatization in China.
4. Educational theory innovation in the information age.
On the basis of long-term and in-depth experimental research on primary and secondary education reform, He Kekang made great efforts to explore innovative education theory in the network age. By critically inheriting the thoughts and theories of famous educators at home and abroad, and closely combining with the reality of China, a brand-new educational theory (theoretical research results) has been gradually established in the following five aspects.
(1) creative thinking theory
Innovative talents include innovative consciousness, innovative thinking and innovative ability, and its core is innovative thinking (that is, creative thinking). However, up to now, the academic circles have not conducted in-depth research on the connotation, structure, constituent elements and psychological processing mode of creative thinking, and have not yet formed a complete set of scientific theories about creative thinking, so it is difficult to provide teachers with effective methods to cultivate students' creative thinking. He Kekang's monograph "Creative Thinking Theory-Construction and Demonstration of ——DC Model" published on June 5438+065438+ 10, 2000 tries to give a systematic and comprehensive answer to the above questions from both theoretical and practical aspects. After the publication of this book, it caused great repercussions at home and abroad. Well-known universities such as Hong Kong, Taiwan and other provinces invited He Kekang to give lectures (specifically introducing this theory). The book first expounds the structure and elements of creative thinking and the psychological processing model. On this basis, the methods and strategies of cultivating creative thinking by combining different disciplines are operable for primary and secondary school teachers and have important guiding significance for cultivating innovative talents.
(2) The theory of deep integration of information technology and curriculum (the theory of deep integration of information technology and education and teaching)
The integration of information technology and curriculum has become an important way for countries all over the world to deepen the reform of basic education. However, there is no systematic theory to explain the connotation and essence of "integration", especially how to integrate effectively. In order to solve this important practical problem, on the basis of long-term experimental research on the integration of information technology and curriculum, Professor He Kekang deeply analyzed and summarized the practical experience of educational reform at home and abroad from the perspective of system theory, and raised it to the theoretical level, and finally formed the theory of deep integration of information technology and curriculum. Using this theory can explain and guide the practical problems of information technology and curriculum integration in depth, clearly and clearly. This theory has become the main guiding ideology of the integration of information technology and curriculum in China and one of the theoretical foundations of educational informatization construction, and is leading the direction and trend of the integration of information technology and curriculum in China.
(3) The new theory of children's thinking development.
Over the years, our Chinese education has spent a long time studying and a lot of class hours, but it has achieved little. Language and writing teaching has long been in a backward state of little, slow, poor and expensive. Language is the material shell of thinking, and language and thinking are naturally closely related. He Kekang put forward a new theory of children's thinking development on the basis of in-depth study of Piaget's theory of children's cognitive development stages, critical inheritance and his rich experience in teaching reform in primary and secondary schools for many years, which was written and published by Beijing Normal University Press in March 2007. Under the guidance of this theory, a brand-new Chinese teaching idea and concept have been formed, and the corresponding Chinese teaching mode and method have been designed. Then use innovative Chinese teaching ideas, models and methods to train Chinese teachers, and at the same time develop rich teaching resources (expanding reading materials) suitable for this model and method, so that the theory can be effectively applied to practice. This theory has become the main guiding ideology and theoretical basis for realizing the leap-forward development of Chinese education in primary schools. A large number of experiments have proved that under the guidance of this theory, students who have finished the second grade of primary school (including rural students) can generally reach the level of the fifth and sixth grades of the new curriculum standard.
(4) Language awareness theory (a new theory of children's language development)
As we all know, English education in primary and secondary schools, like Chinese education, has a long learning cycle and many class hours, but the effect is not ideal-in the end, it is still "deaf English, dumb English". On the basis of comprehensively summarizing and critically inheriting all kinds of existing theories on children's language development, Professor He Kekang put forward a brand-new theory on children's language development-"language awareness theory" combined with his long-term practical experience in teaching reform in primary and secondary schools (especially primary schools). This theory proves that there are not five but six sensory perception systems of human beings by using the results of neurophysiology (since Aristotle, people have always thought that there are only five sensory perceptions of human beings, namely, visual perception, auditory perception, taste perception, olfactory perception and tactile perception), and the sixth is semantic perception (language perception for short), which is a natural perceptual ability to perceive and distinguish pronunciation, analyze and identify semantics, and is also the most essential difference between human beings and animals. On the basis of analyzing many cases of children and adults learning a second language, He Kekang first drew a semi-trapezoidal curve reflecting language sensitivity. He Kekang designed a brand-new English teaching mode and method according to the theory of language awareness and the sensitivity curve of language awareness, and organized teachers to develop rich teaching resources (expanding listening and reading materials) suitable for this mode and method. According to this new English teaching model, students' English listening and speaking ability can be greatly improved (the English listening and speaking ability and vocabulary of primary school graduates can reach the level of middle and high schools in the new curriculum standard, without increasing the burden of class hours and schoolwork at all). The theory of language awareness has become the main guiding ideology and theoretical basis for realizing the leap-forward development of English education.
(5) Constructivism teaching design theory.
Constructivism is a brand-new theory that has been popular in foreign educational circles since 1990s. But so far, many scholars at home and abroad still believe that constructivism is only a learning theory rather than a teaching theory. He Kekang was one of the earliest scholars who introduced and introduced constructivism from abroad. He not only introduced constructivism as a new learning theory, but also introduced it as a brand-new teaching theory. In particular, he put forward the concept of "teaching design under the constructivism environment" (that is, "learning-based teaching design"), and systematically summarized the theories, methods and related typical teaching cases of constructivism at home and abroad for the first time, which was warmly welcomed by teachers (especially primary and secondary school teachers). He Kekang's paper on constructivism (Constructivism-Theoretical Basis for Innovating Traditional Teaching) has also become one of the most cited papers in the field of education in China in recent years.