First, the meaning of "integration"
The so-called curriculum integration is to integrate all kinds of modern educational technologies into the curriculum perfectly and appropriately-just as natural and smooth as using blackboard and chalk in teaching. Convergence does not mean mixing, it means that computer equipment only appears in schools, but the increase of hardware does not mean "computer revolution". The key is how to make it an important tool for learning. Integration refers to the comprehensive use of a variety of modern educational technologies in the learning activities of existing courses to better achieve the curriculum objectives. Integration emphasizes that various technologies should serve the curriculum; Emphasizing the application of information technology in education, its starting point should be curriculum, not computer; It is emphasized that efforts should be made to find out where computers can enhance the learning effect, so that students can complete things that cannot be done by other methods, or some important life skills. In other words, information technology should be regarded as a cognitive tool for students to acquire knowledge, explore problems, discuss collaboratively, solve problems and build knowledge.
Second, the stage and requirements of "integration"
"Integration" is a complex systematic project, which requires fundamental changes in the purpose, content, method and organization of education itself. This change is by no means achieved overnight, and it needs to go through many intermediate processes. Liu Rude, a professor of psychology in Peking University, believes that the integration of information technology and curriculum can be divided into four stages: in the first stage, people regard computers as a unique object, and like physics and chemistry, they specialize in computer courses to improve students' computer literacy; In the second stage, computer-aided traditional teaching in schools or teachers are required to carry out teaching management. In the third stage, people demand computer-based curriculum reform, which is obviously different from the curriculum based on books, chalk and blackboards, slides, television and videos. In the fourth stage, people demand a comprehensive reform of the whole teaching system based on information technology, so that the teaching objectives, contents, methods and forms and even the school structure will undergo fundamental changes. From this evolution, we can see that the integration of information technology and curriculum is getting deeper and deeper, its position in education is getting higher and higher, and its influence on education is getting greater and greater. At present, due to the influence of subjective and objective conditions, the process of "integration" is also different, and the requirements for "integration" are not consistent. As far as favorable conditions are concerned, it has entered the third and fourth stages, and I want to talk about my own experience on the requirements of "integration" in these two stages. The integration of various modern educational technologies with the teaching of various subjects is not a simple change in form. It challenges the traditional educational ideas, contents, forms and methods, and puts forward new requirements for the reform of education and teaching, mainly in the following aspects.
First of all, after modern educational technology enters the teaching process, teachers have changed from the knowledge authority of the original teaching center to the instructors and collaborators of students' learning, paying more attention to the design and development of students' learning activities; The status of students has changed from passive knowledge container and knowledge receiver to master and subject of knowledge, and they have become active participants in teaching activities and active constructors of knowledge.
Secondly, after modern educational technology enters the teaching process, the teaching method has changed from simply imparting knowledge to developing students' learning ability and cultivating students' creativity, personality and practical ability. The teaching mode has also changed from the traditional teaching mode with high degree of labor, low efficiency and low scientific and technological content, which meets the standards of talents in the industrial age, to the modern teaching mode which adapts to the information age, relies on the network and multimedia, and combines the open mode with the traditional mode.
Thirdly, after modern educational technology enters the teaching process, the teaching method has developed from traditional books, chalk and blackboards to computer-based multimedia network teaching. With the popularization and networking development of personal and family computers, family education, school education and social education will be more closely linked, and a networked education system and an open education environment will gradually take shape.
In the information age, people have realized that traditional education can no longer meet the demand for talents in the knowledge economy. Modern educational technology, as an educational tool element of educational productivity, will fundamentally improve the level of educational productivity. Reforming the educational relationship that does not meet the requirements of the development of educational productive forces is an inevitable requirement for the development of educational technology as a factor of production. The extensive application of modern educational technology will certainly promote the in-depth development of educational reform, which is an inevitable requirement for achieving the goal of educational reform. From a macro perspective, the goal of educational reform is to face modernization, the world and the future, and to cultivate high-quality talents that meet the requirements of the times. From the microscopic point of view, it is necessary to reduce students' burden, improve teaching efficiency, respect students' personality development and improve their quality.
Third, the theoretical basis and model of "integration"
The theory of "learning and teaching" of constructivism is the theoretical basis of the integration of modern educational technology and disciplines. Constructivist learning theory advocates student-centered, emphasizing that students are the main body of information processing and the active constructor of knowledge meaning; It is believed that knowledge is not instilled by teachers, but is actively constructed by learners through cooperation, discussion, exchange and mutual assistance (including guidance and help provided by teachers) with the help of necessary information resources in certain situations. Therefore, "situation creation", "negotiation session" and "information provision" are the basic elements of constructivist learning environment. Constructivism teaching theory emphasizes that teachers should be the helpers and promoters of students' active construction of meaning, the organizers and instructors of classroom teaching, rather than the masters of the classroom and the instigators of knowledge; Require students to mainly
Through self-discovery learning, in other words, in the constructivist learning environment, "discovery teaching" is the most basic method and the most important teaching strategy for students to master the subject content. Modern educational technology with multimedia and network technology as the core provides the most ideal conditions for the realization of constructivist learning environment and is an effective way to realize "constructivism theory". Under the guidance of constructivism theory, the pursuit of teaching mode of integrating information technology with curriculum;
1, there is something wrong with the teaching content. According to the nature of the subject and the characteristics of the specific teaching content, teachers and students turn the content into various forms of valuable questions, and present them through modern educational technology, which sets a logical starting point for students' inquiry learning in and out of class.
2. Inquiry teaching process. After the problems appear, students actively obtain relevant information through information technology. After acquiring basic knowledge, they conduct self-exploration or collective discussion around related issues in classroom teaching, and teachers participate in and guide students to discuss equally, so that the teaching process changes from traditional inheritance to inquiry.
3. Networking of teaching activities. In teaching activities, it is necessary to change the single situation that the teaching content mainly comes from textbooks in the past, emphasize the cultivation of students' ability to obtain materials from network resources, self-transform, reorganize and create teaching content, and cultivate students' ability and habit of obtaining information and resources through various channels.
4. Innovative teaching results. The network is only the environment, and the query is only the means. The purpose of teaching mode reform is to cultivate students' innovative spirit. Through the above reforms, students' dominant position can be truly established, and students' autonomy, initiative and cooperation can be brought into play, which is conducive to cultivating students' innovative consciousness, innovative thinking and innovative personality.
Fourth, the problems and strategies of integration
The integration of modern educational technology and curriculum cannot be achieved overnight, and various difficulties will be encountered in practice. At present, there are three major problems.
1, teachers don't have suitable software resources, and lack suitable network courseware and tool platform, which leads to the difficulty of systematizing curriculum integration itself and appears fragmented. If teachers make their own decisions, they need to invest a lot of time and energy and delay their teaching tasks.
2. The computer application level of teachers and students is not enough. Mastering basic computer knowledge and skills requires a long and gradual process. At present, teachers and students are not proficient in basic computer knowledge and skills, which hinders the integration of information technology and curriculum.
3. How to use modern educational technology to carry out teaching activities is the ultimate goal of curriculum integration, which is a major topic worth discussing.
Facing these problems, the integration of information technology and curriculum has become a great responsibility entrusted to us by the times. Teachers and educators should be duty-bound to undertake this mission. In practice, we believe that the following efforts should be made around the above problems.
1. Software: Establish a unified national network education platform. The value of information lies not in itself, but in being used. The more you use it, the more valuable it is. The higher the degree of socialization of information system, the more likely it is to be used and the more valuable it is. Software development is a complex system engineering, and software developers must be familiar with relevant scientific knowledge. Must be familiar with education
Teaching rules and rich teaching practice experience; We must be familiar with the requirements of the State Education Commission for education and teaching and the present situation and development trend of educational reform at home and abroad. Must master certain multimedia computer technology; There must be some funds. It is more important to integrate these five "musts" and give full play to their overall functions. This is by no means something that individual units, regions or a few people can do. Therefore, the relevant state departments should concentrate manpower, material resources and financial resources through macro-control, fight a group war, build a national first-class online education platform, and develop high-quality teaching software.
2. The teacher is the key. The success or failure of the integration of modern educational technology and curriculum depends on teachers. As a teacher, we should strengthen our study from many aspects and channels.
(1), change ideas, be determined to reform, establish a new concept of education and teaching that meets the requirements of the development of the times, strengthen the study of educational theory and educational psychology, study the teaching objectives, teaching contents and physical and mental characteristics of educational objects, study the advantages and potentials of modern educational technology, adjust and improve their own intelligent structure, and ensure that each lesson can achieve the purpose of optimizing the teaching process and enhancing the effectiveness of teaching and learning.
(2) Relevant units and administrative departments should strengthen the training of teachers. Teacher training should include computer awareness, knowledge, skills and attitudes, the latest development of discipline education theory and discipline, and the theory and practice of educational technology and educational psychology. On the one hand, it mainly solves the problem of teachers operating computers, so that teachers can skillfully use computers, truly regard computers as a tool for preparing lessons, teaching and organizing students' activities independently, and at the same time, make some courseware appropriately according to teaching needs. The second aspect is mainly to strengthen the cultivation of teachers' subject literacy, guide and help teachers improve their own quality, and further grasp the purpose and essence of subject education. The third aspect mainly solves the theoretical and practical problems of how to better achieve the teaching purpose with modern educational means, that is, the real "curriculum integration" problem. At present, some countries in the world have accumulated many successful experiences in this respect, such as Intel Future Education founded by American Internet companies. We should open up various channels, learn from other people's experience, deeply study China's educational system and characteristics, and find a way for modern educational technology to truly serve teaching. I believe that as long as we make unremitting efforts, a bright future will definitely belong to us.