Keywords: comprehensive teaching methods of information technology courses
Informatization is the general trend of economic and social development in the world today. Information technology with network technology and multimedia technology as the core has become a creative tool to expand human capabilities. In order to adapt to this development trend, China has decided to popularize information technology education in primary and secondary schools, and at the same time strengthen the integration of information technology with other courses. "Curriculum integration" is the most realistic problem that information technology teachers often face. In teaching, it is often necessary to discuss with colleagues what information technology has brought to other courses. The answer is yes, broaden your thinking, broaden your knowledge, change your teaching methods and so on. So, what are the teaching objectives and main tasks of information technology education in primary and secondary schools? What is the teaching focus of information technology education in primary and secondary schools? What role does information technology play in the integration of information technology and other disciplines, especially in classroom teaching? How can the study of information technology help to cultivate students' innovative spirit and practical ability? Understanding these problems is of great significance to our teachers' practical work.
I. Teaching objectives and main tasks of information technology education in primary and secondary schools
Information technology broadens people's access to information, greatly enriches information resources, provides a stage for personalized, autonomous and interactive learning, makes learning lively, lively and active, and realizes the concept of lifelong education and learning society. Information technology is not only a means to help teachers impart knowledge, but also a handy teaching medium to serve their subject teaching, and a tool to improve the efficiency of education and teaching activities and better implement quality education. For students, information technology is a cognitive tool to learn knowledge and improve skills.
The measure to popularize information technology education in primary and secondary schools is to incorporate information technology courses into compulsory courses. The goal of information technology course is "to enable students to acquire, transmit, process and apply information through information technology courses, to cultivate students' good information literacy, and to support lifelong learning and cooperative learning by means of information technology." To lay the necessary foundation for studying, working and living in the information society. "The main task of information technology courses in primary and secondary schools is to cultivate students' interest and awareness in information technology, so that students can understand and master the basic knowledge and skills of information technology, and understand the profound impact of the development and application of information technology on human daily life and science and technology."
Second, the teaching focus of information technology education in primary and secondary schools
I think the predecessor of information technology course is computer teaching. I think the transition from computer to information technology is a breakthrough and leap. From stand-alone to on-line to network, it is bound to change and develop the goal of information technology courses, that is, from "computer culture theory" to "computer tool theory" to "information literacy" now proposed, which is constantly improved with the development and progress of society. For us in the 2 1 century,
1. Ability to obtain information. Be able to find information actively and purposefully according to your own learning requirements, and collect the required information through various media, such as the Internet, books, newspapers and television. , or your own investigation and visit.
2. Information analysis ability. Can screen and identify the information you need from the rich information, judge its credibility, and then classify the information that is considered true and useful.
3. Information processing ability. Integrate similar information obtained from different channels, reorganize and store it according to your original knowledge, and pass it on to others concisely and clearly.
4. Information innovation ability. In information processing, we can find out the clues of relevance and regularity through inductive, comprehensive, abstract and associative thinking activities, and we can also analyze the roots of things from superficial phenomena to get innovative information.
5. Ability to use information. Use information technology or other means to analyze and solve various practical problems in life and study.
6. Cooperation consciousness and information communication ability. Be able to expand their communication scope through the Internet and other platforms, face the world, broaden their horizons, and use information technology to strengthen contact and cooperation with others.
Third, the ways and means of curriculum integration
Curriculum integration should be divided into several steps.
The first step is the information technology course, which is the object of study. As a special subject, the information technology course mainly studies the basic skills of information technology and the use of basic tools.
However, the information technology course is not only to learn information technology itself, but more importantly, to cultivate students' habit and ability to solve problems by using information technology. Therefore, we should also integrate information technology into practical tasks as a tool according to the concept of curriculum integration. Like Microsoft.
Word processing can be taught by completing a class tabloid. Microsoft
The study of access database management system can be taught by filling in the address book. Because we all know that the knowledge in life is much richer and more exciting than that in textbooks, and students like to be close to life, which can be said to get twice the result with half the effort.
The second step is to integrate with other disciplines and use information technology as a teaching tool. Students use information technology to study under the organization of teachers, and information technology fully serves the teaching of other subjects.
At present, there is a common phenomenon in the teaching of information courses in primary and secondary schools. Good students think that taking information class is delaying their study time, and almost all students think that information class is a rest class and a play class. Therefore, it is difficult to improve students' interest in learning, let alone autonomous learning. In view of this phenomenon, I do this in the teaching of information class in senior high school. First of all, I analyze and process the teaching materials according to the teaching objectives. Decide what teaching content to present in what form, and present it to students in the form of courseware or web pages. For example, today's students require a wider range of knowledge, but they can't meet the requirements from textbooks. In terms of language, it is self-evident that multimedia can be used to express its effect. In mathematics, students can deepen their understanding of geometry and broaden their thinking of solving problems through intuitive games of lines, planes and figures.
I take an information class as an example to talk about my experience in integration.
The lesson I am talking about is to use search engines to find information on the Internet. This course is based on students mastering the basic knowledge of Internet, having a perceptual knowledge of Inter, and being able to quickly search relevant information and make simple web pages. Considering that most students will use search engines to find information, I will focus on how to apply the found information to their daily study, in order to let students develop the good habit of autonomous learning. Use network information technology as a tool to assist learning, and integrate information technology and subject courses from this aspect. The Information Technology Curriculum Syllabus clearly points out that the teaching of knowledge and skills should focus on completing typical tasks, and establishes the teaching principle of "task-driven". This principle highlights the idea of "learning by doing" and combines students' autonomous learning with the completion of tasks.
In view of the progress of students in various disciplines, some interesting contents related to the knowledge of various disciplines are selected purposefully, and several tasks are set for students to learn independently. The ultimate goal is to use information technology to complete tasks and expand its resource base. The specific method is as follows.
1. Setup task: use the knowledge you have learned, search for relevant information, and expand it into your own resource base. Language: about Mr Qian Zhongshu and Mr Jiang Yang; Physics: about the positioning of sonar; Chemistry: the role of metals in health; History: Evaluation of Chen Duxiu: Geography: Study on Yellow River Pollution.
2. Completion method: Divide the students into several groups, each group has one or two high-level students, each member chooses a subject, reasonably uses what he has learned, searches the information on the Internet, downloads it, and finally the group members summarize the information and expand it into the resource library. When solving problems, each group can discuss and study with each other, so that students can actively cooperate and use the collective strength to complete the task.
3. Each group exchanges the results and comments on each other.
4. Teacher's summary comments: The students did a good job, and the content they found was novel and rich, which greatly expanded everyone's knowledge.
Knowledge capacity enriches the content of learning websites. Due to time, many students don't add much content to their websites. Students can also use their spare time to find more relevant content and expand it into their own resource library.
In the learning process of this information technology course, on the one hand, we should guide students according to their actual situation, on the other hand, we should put more energy into guiding students to carry out special research-based learning, give them learning methods, and integrate information technology with subject learning. Exercise and improve students' comprehensive ability in activities and cultivate students' creative independent discovery and exploration ability.
In the whole teaching process, students' subjectivity and individuality have been greatly reflected, and such a teaching atmosphere is very conducive to the cultivation of students' innovative spirit and problem-solving ability. Similarly, by integrating tasks, teachers help students learn in various forms and means, further arouse their enthusiasm for learning, and drive students to learn independently, thus giving play to their leading role. In this way, students can start from solving practical problems. In the process of information processing, communication and mutual cooperation, master the ideas and methods of applying information technology to solve problems, and encourage students to actively apply their information technology knowledge to practice.
The third step, research-oriented curriculum, takes information technology as a learning tool. As active learners, students acquire and exchange information with the help of information technology in a way similar to scientific research, and finally complete research tasks in the form of computer works.
The integration task in general research courses is not the content in textbooks, but the extension after class, and even a social reality topic, such as environmental protection, tourism and so on. The setting of topics should consider students' cognitive ability and age characteristics, and adopt the principle of step by step. Generally, life practice activities are the main activities in the lower grades of primary schools, social comprehensive topics in the upper grades of primary schools, comprehensive practice activities in disciplines in middle schools and comprehensive subjects in high schools.
Research-oriented courses go beyond the traditional framework of single-subject learning. According to students' different cognitive levels, the course objectives are completed in the form of theme activities. Through the subjective, exploratory and creative problem-solving process, students organically combine multidisciplinary knowledge, knowledge and experience knowledge, in-class and out-of-class, school and society, and maximize the harmonious and unified development of students' body and mind.
Judging from the characteristics of research-oriented courses, students' subjectivity and participation process are more prominent. In the whole research process, from the formation and implementation of the research plan to the completion of the final task, students are independent, while teachers only give students general guidance on the methods of selecting topics, collecting and analyzing materials.
This step of teaching will be more open and flexible, and will stimulate students' thirst for knowledge. I think this is what students lack now. It can be said that it can change the whole traditional education mode, which is the dream of students and teachers.
In a word, curriculum integration with information technology as a cognitive tool will undoubtedly be the dominant way of curriculum learning in the information age, and it will also become the main method of school education and teaching in the 2 1 century. Therefore, under the background of China's active promotion of educational modernization and informatization, it is of great practical significance to advocate and explore the teaching of integrating information technology with curriculum for developing students' "information literacy" and cultivating students' innovative spirit and practical ability.