In the era of educational informationization, teachers must learn modern educational theories, understand advanced educational concepts and establish correct educational concepts. Only in this way can advanced education and teaching concepts guide practice. With the renewal of ideas, new educational methods can be created to meet the requirements of the learning era.
The concept of information technology has developed rapidly, and the design and development of information technology-related courses are mainly based on constructivism learning theory, humanistic curriculum theory and instructional design theory. For example, constructivist learning theory holds that learning is obtained by learners' meaning construction with the help of resources, and emphasizes that teaching must proceed from learners' needs and the importance of situational creation and collaborative learning. As the implementer of the new curriculum, teachers should actively learn and master relevant theories in various ways and combine them with teaching practice. They should realize the important position and function of information technology in education today. It is no longer just a means, but under the guidance of modern educational thoughts and theories. It is an important part of educational reform and development, an important way to improve the quality of education, an important content of educational modernization and the commanding height of modern education. The innovative application of audio-visual media, computer multimedia technology and network technology aims at enriching teaching organization forms, improving teaching efficiency and realizing students' autonomous learning.
Second, teachers should make extensive use of information technology and master the necessary knowledge and skills.
Computer-centered information technology mainly refers to multimedia computers, classroom networks, campus networks and the Internet. These new teaching media can provide the most ideal teaching environment for creating a new teaching structure, which is conducive to stimulating students' interest in learning and fully embodying students' main role. Therefore, teachers should master the basic knowledge and operation methods of computers and networks, and use video display tables for teaching. At the same time, we should also understand the use of computer-aided teaching software platform, be able to design courseware scripts, have certain ability to make multimedia teaching software, and actively develop educational teaching software that meets the requirements of new courses and new textbooks.
Of course, teachers use information technology not only to pursue form, but also to be embodied in "training courses", "open courses" and "excellent courses". On the contrary, they should choose and adopt multimedia technology suitable for teaching content in general teaching activities according to their needs, so as to create the best teaching environment for cultivating students' innovative ability and information ability.
Three, teachers should strengthen the training of information technology ability.
Teachers' information technology ability refers to teachers' information retrieval, acquisition, analysis, processing, application and transmission ability. Specifically, it refers to the ability of teachers to quickly retrieve the required information; Ability to process and refine information; Integrate the ability to create information; Communication and communication skills. Information technology ability is the most important factor in the structure of teachers' information literacy. As the absorber and transmitter of information, teachers' information ability is directly related to the teaching effect and scientific research results. In the structure of teachers' information technology literacy, information consciousness plays a leading role, information knowledge is the foundation and the improvement of information ability is the core. The key to improving teachers' information technology literacy is to improve teachers' information technology ability. In practical work, teachers' information technology ability should be improved mainly through on-the-job training, including CAI (Computer Aided Instruction) and CMI (Computer Management Teaching).
Fourth, strengthen the construction of software and hardware environment to promote the improvement of teachers' information technology literacy.
The construction of software and hardware requires teachers to improve their information technology literacy, and the improvement of information technology literacy depends on the construction of school software and hardware environment. The construction of software and hardware environment is mainly reflected in the following aspects: 1. According to the economic conditions of the school, build a good information technology environment, configure modern teaching facilities, build a campus network, and build a school website. 2. Strengthen the investigation of teachers' information ability, evaluate teachers' professional titles and specify hard indicators for assessment; 3. Strengthen teacher training according to teaching needs, and regard training as a system and regulation; 4. Encourage teachers to take multimedia classes, evaluate open classes regularly and implement incentive mechanism; 5. Encourage teachers to manage information, prepare lessons electronically, count students' scores, write electronic comments, discuss and communicate online, etc. Let teachers improve imperceptibly in the operation of information technology; 6. School leaders should have relevant awareness and take the lead in using modern information technology.
Five, teachers should carry out the practice and research on the integration of information technology and subject curriculum.
Teachers should not only make good use of modern educational media, but also combine it with teaching design concepts and methods to study teaching activities under new technology conditions, so as to improve teaching methods, create new teaching structures, build new teaching models, optimize teaching processes and improve teaching efficiency and quality.
The integration of information technology and curriculum is the fundamental way to deepen the reform of subject teaching. At present, the mainstream understanding of the integration of information technology and subject courses in China is "integrating computer technology into the teaching of various subjects, just like using blackboard, chalk, paper and pen." It means that the focus of curriculum integration is CAI, that is, computer-aided teaching, which highlights the computer as a tool to assist the teaching of traditional subjects, so that the cultivation of basic knowledge and ability of information technology can be closely combined with the teaching process of various subjects. In the process of integrating information technology with curriculum, teachers can use the existing software platform and get excellent educational and teaching resources with the help of others (such as network, CD-ROM, resource library, etc.). ) to break through the teaching difficulties. Second, learn and master the operation methods and skills of multimedia software such as Auther-ware, Flash, photoshop, 3Dmax and Geometry Sketchpad, and make courseware according to the needs of teaching activities, focusing on solving problems that cannot or are difficult to solve by tradition, so as to improve teaching efficiency. Thirdly, on the basis of teachers' mastery of technology, curriculum integration is implemented by means of information retrieval, teacher-student communication, students' independent inquiry learning and multimedia demonstration. This information expression mode of multimedia, interactive and virtual reality technology greatly improves the interest and efficiency of learning.
Sixth, collaborative learning to improve teachers' information technology literacy.
With the increasing amount of information in the information society, it may be difficult and unrealistic for teachers to understand, be familiar with and master all kinds of information technologies that are useful for teaching. Therefore, in practical work, teachers can be suggested to implement division of labor and cooperative learning to jointly improve information technology literacy. Such as: 1. Set up a cooperative group in a school or group, in which teacher A focuses on image processing methods and teacher B focuses on sound processing methods ... In this way, if a teacher wants to make courseware and needs relevant material processing, he can ask teacher A or teacher B for help; 2. Establish relevant information technology literacy forums in the campus network, so that school teachers can leave messages and discuss with each other if they have any questions or good and practical solutions; 3. Often browse some Internet forums, increase interactive messages, and improve together. In this way, the improvement of teachers' information technology literacy can be changed from regular (regular) to daily, and the improvement of teachers' information technology literacy can also be changed from mainly relying on training to teachers' independent learning; Collaborative learning also creates conditions for teachers who need high-level training. In collaborative learning, everyone is a teacher and everyone is a student. In continuous learning, they communicate, learn from each other's strengths, and discuss and solve problems when they meet. Collaborative learning is one of the effective ways to improve the information technology literacy of school teachers.