First, start from the macro and grasp the whole.
How to effectively cultivate primary school teachers' basic information technology ability? The practice of our school in recent years has proved that school-based training is an effective way. The so-called school-based training, in short, is the training independently carried out by the school, which is a form of continuing education relative to full-time centralized training.
As far as the current information technology training of teachers is concerned, firstly, there is a phenomenon that the training knowledge is not systematic and the overall concept is not strong; The second is pure technical training. Based on the Chengdu project "Primary School Teachers' Basic Information Technology Ability and Training Methods", our school grasps the project of teachers' information technology training system from a macro perspective, formulates a feasible long-term training plan according to the current situation and development goals of the school, and determines the training content and assessment standards. First of all, using paperless online survey to analyze teachers' needs, it is considered that the ultimate goal of information technology training for primary school teachers is application. Therefore, our training content requires not only mastering the basic knowledge and skills such as WINDOWS operating system, WORD word processing software, EXCEL spreadsheet and POWERPOINT computer slide production, but also understanding and mastering the basic theories and modes of modern educational technology, and actively applying CAI courseware to assist teaching. Proficient in the production of multimedia courseware (including the collection and production of sound, image, animation and video materials) and FLASH software. Can combine scientific teaching theory, use network resource library to search, obtain, analyze, process, process and disseminate information. Be able to design network courseware suitable for your own discipline. These contents are made into a modular "Detailed Requirements for Teachers' Information Technology Ability", which gives teachers an outline for learning. (Of course, the content of training should keep pace with the times and be constantly revised and improved. ) according to the module, determine the goals that should be achieved in each stage of training? Specific inspection and assessment methods, for the work that needs the cooperation of all departments of the school, should clearly define the division of labor, carry out their duties and implement their responsibilities. Therefore, having relatively stable training departments and leaders, and clear long-term planning and phased goals are the premise and foundation for doing this training well.
Second, the "task" theme, apply what you have learned.
Computer and network technology are constantly developing, and no one can finish it. As an ordinary teacher, it is not necessary to learn all the technologies of computer and network? Just master the content related to your work and life. We believe that there are three main purposes for teachers to learn computer and network technology: one is the need for further study and charging. There is a huge amount of information on the Internet, including subject knowledge information, professional theory information, teaching reform and scientific research information. Teachers can surf the Internet, download useful materials, and learn for free, so as to improve their own quality. The second is the need to implement multimedia-assisted teaching. Making and using illustrated multimedia courseware and stimulating students' brains with various media will make classroom teaching from static to dynamic, from difficult to easy, from abstract to intuitive, so that students can be immersed in the scene, broaden their horizons, think actively and be interested, and effectively improve classroom teaching efficiency. The third is the need of new curriculum reform. The new curriculum standard clearly stipulates that information technology is not only a means for teachers to teach, but also a tool for learning. Only by mastering information technology can teachers effectively guide students to master information learning skills. According to this understanding, we adopted the task theme and the strategy of applying what we have learned when arranging the training content. The so-called task theme is to decompose computer and network technology into specific tasks according to the actual needs of school education and teaching. The goal of every training is to complete a task (a skill) and use it after learning. This step by step, over time, will produce a qualitative leap. In the past three years, we have completed ten modules of training tasks:
At the same time of training, we selected Class 200 1 Grade 10 as the research grade of the application of information technology in subject teaching. Through the study of multimedia application in this 10 class, we gradually mastered the general methods of applying information technology in subject teaching. By making courseware, collecting network materials and using computer-aided teaching, the quality of teachers is further improved and the quality of classroom teaching is greatly improved.
Third, study flexibly and pay attention to strategy.
On the basis of carefully formulating the training plan, arrange the teacher training reasonably? Complete the training task in an all-round way:
1. First of all, time is guaranteed. Every Tuesday, Wednesday, Thursday and Friday, teachers of different grades who have no classes on that day will be arranged to study.
2. Adopt flexible and diverse training forms: the whole training process of teachers is three years, during which we adjust and adopt various research strategies while training.
During the research, we studied how to optimize teachers' teaching and improve the efficiency of trainees in learning information technology. From the basic survey, teachers realized that leaders attached importance to 19%, training and education methods and means accounted for 30%, trainees attached importance to 29%, and trainees usually asked more questions and operated more than 25%. Judging from the data, teachers' ideas have changed. To sum up, teachers account for 30% of the training, and teachers' own attitudes and learning methods account for 54%. Therefore, we focus on optimizing teachers' teaching and students' learning methods, and summarize the following methods suitable for teachers' basic information technology ability training:
1. Demonstrate the training method combining with practical operation.
Generally, the basic knowledge of computer, the basic principles of operating system and the basic functions of commonly used software are taught, and at the same time, the demonstration function of multimedia classroom is used to demonstrate. Demonstration method is generally used to dissect excellent courseware, and tries to draw inferences from others.
2. Task-driven training methods.
According to the characteristics of modern information technology training content, all participating teachers first choose or accept one (several) homework tasks in each round of training, which are related to daily teaching work. Take the task to participate in the training, so that the participating teachers can improve their information technology ability in the process of creatively completing their tasks. The requirements of the test are formulated in modules, and the teacher completes the test according to the assigned tasks. For example, the network part has been trained, so that teachers can share, copy and paste their own information, exchange files on the LAN, and send emails to teachers' mailboxes, adding attachments to let teachers master knowledge in tasks.
3. Training methods of discipline practice.
According to the guidance of constructivism theory, that is, learning is an active exploration process, the subject of learning is the learner, and the learner is the active constructor of knowledge. The real improvement of subject teachers' information technology ability depends on learners' understanding of the inherent laws of information technology. Therefore, it is very important to respect learners' subjective status. In practice, in the training process? A well-trained teacher concentrates on computer operation? In principle, the computer operation time should not be less than two-thirds of the total hours of information technology training; On the basis of practical operation, organize teachers' group cooperation and exchange purposefully, and seek diversification of problem-solving strategies; Teachers' independent production of CAI courseware, from the collection and processing of materials to the realization of effects, is a window to fully display teachers' information literacy and ability. The more important significance of the whole process of "practice" is the learning process. The display and application of information technology in the classroom can not only bring confidence to successful teachers, but also often leave regrets and shortcomings for everyone. These are all rare experiences in actual combat training.
4, network autonomous training method:
Autonomous training in information technology is not the freedom for teachers to operate at will, nor is it for teachers to directly tell trainees how to solve information technology-related problems. It requires trainees to design tasks according to the specific problems and expected goals of information technology in teaching, and provide relevant clues to solve tasks and problems. The core idea is to realize the cultivation of information technology operation skills and the application method in subject teaching through the trainees completing specific subject teaching tasks.
A) Our school provides a learning task through teachers' information technology special learning website: for example, teachers are required to search for relevant articles and upload them to the learning website for exchange and learning; Or let teachers learn the theory and information technology operation independently through the forum, and then exchange their views and experiences with Bambusa and colleagues, which expands the learning resources and expands the learning space and time for teachers.
All teachers update their own materials, including written materials and picture materials, through the school website, and ask teachers to modify their own written materials and picture materials, and finally complete the task of uploading. Teachers are willing to complete tasks and cultivate information literacy at the same time.
B) Select excellent information technology personnel to upload on the Internet, and form a three-dimensional network management system from principals, middle-level information technology teachers and general teachers through the platforms of school homepage, school profile, students' world and electronic school newspaper Feng Yu, so as to comprehensively cultivate teachers' information literacy.
C) Select excellent information technology personnel to upload on the Internet, and form a three-dimensional network management system from principals, middle-level information technology teachers and general teachers through platforms such as school homepage, school profile, students' world and electronic school newspaper Feng Yu, so as to comprehensively cultivate teachers' information literacy.
5. The method of combining all-staff training with hierarchical teaching.
Through the collective teaching of teachers, we should pay more attention, ask more questions and give more guidance in training, and at the same time establish one-on-one study groups. At the same time, adhere to the combination of all-staff training and hierarchical training according to work. The cultivation and improvement of teachers' information literacy is a long-term and large-scale work. To fundamentally change the quality of teachers and improve their adaptability to modern education, we must adhere to all-round training for all staff. However, we must admit that there are great differences among the individual teachers, with different technical levels and different understandings. Therefore, while training all employees, we should also teach students in accordance with their aptitude. Therefore, we stratified the teachers through the information obtained from the questionnaire survey. Only by grasping the middle of the two belts can the overall level of teachers be improved. Grasp the group of teachers with advanced backbone education ideas and high information literacy, influence and drive the surrounding teachers through the role models of backbone teachers, and accumulate experience for the improvement of other teachers. Teachers who are temporarily behind in all aspects have different training priorities according to their general nature. For example, school administrative leaders pay attention to the modernization of education and teaching management by using information technology; For school logistics personnel, especially accounting cashiers, the focus is on data processing training to achieve fast and accurate office work; The cultivation of subject teachers focuses on the integration of information technology with subject education and teaching, as well as the combination with education and scientific research. Through hierarchical and classified training, the pertinence and effectiveness of training are improved. According to the requirements of teaching, we also selected teachers with strong information technology ability and teaching ability to train Intel Future Education and improve it together.
6. the method of promoting learning by competition.
During the research, we organized many IT skill competitions according to different requirements at different stages: for example, a typing competition every period, making IT training colorful through courseware making and classroom competitions, and all teachers made courseware. In May 2002, we launched the first courseware making competition in experimental primary school. Everyone participated in it, and a number of courseware with exquisite production and novel design ideas emerged. The experimental primary school courseware resource disk (I) and experimental primary school courseware resource disk (II) are formed. Selected 10 teachers from outstanding players to participate in the district courseware making competition, and won 3 first prizes, 3 second prizes and 4 third prizes. In February, 2003, the second courseware making competition was held with the teaching and research group as the unit, and the courseware resource disk of the third experimental primary school was formed. It should be said that it is a great progress for teachers to complete high-quality courseware through independent production and cooperation. In 2004, seven teachers won the first prize by taking part in district-level lectures with self-made courseware, which was a leap from theoretical training to teaching design.
7. The method of combining special training with teaching practice.
Teachers' information technology training is usually a systematic special training, which is economical, simple and fast for improving teachers' information literacy and operational skills in a large area. However, if it is not well combined with teachers' education and teaching work, then such training is a mere formality. Therefore, we combine the cultivation of teachers' information literacy with their subject teaching, so as to truly apply what they have learned and improve the efficiency of education and teaching. For example, when learning the knowledge and operation of word documents, teachers are required to hand in printed materials as much as possible, and also organize Chinese character input and document editing competitions; When teachers learn how to make CAI courseware, they are required to make their own courseware in combination with their own subjects and apply it to teaching activities. At the same time, they also organized courseware making competitions and organized teachers to participate in courseware making competitions at all levels. Teachers should make full use of network knowledge to develop and utilize curriculum resources when preparing lessons when learning the basic knowledge of network and using the network to obtain the information needed for education and teaching. After studying the theory and practice of information technology and subject curriculum integration, the school organized a subject integration research class and a subject teaching observation class under the network environment for teachers to learn and discuss.
Fourth, dynamic management, focusing on results.
Of course, to do a good job is always inseparable from leadership and management, and school-based training of computer and network technology is no exception. In order to make the training achieve ideal results and build a team of teachers who can master modern educational technology, we have put a lot of brains into it and put forward a series of management measures. For example, in decision-making planning, we put forward the idea of technology first; In the specific operation strategy, the content is set according to the task theme, and the benefits are obtained by helping and learning from each other; In the system, the age of participating in the training is clarified, the requirements for completing the test work within a limited time are stipulated, and the results of computer technology training are also included in the annual work assessment of teachers; In terms of incentives, teachers who have made outstanding academic achievements are given certain spiritual and material rewards.
Fifth, feedback evaluation, attach importance to evaluation.
The feedback and evaluation of teachers' modern educational technology training is an important part of the whole training work. In order to ensure the training quality and teachers' information technology level, a reasonable and scientific evaluation is necessary. Therefore, in the whole research process, we always run through the evaluation of teachers' information technology, from the use of multimedia to classroom design, from theoretical understanding to practical operation, and design different evaluation scales to quantitatively analyze teachers:
For example: 1, multimedia use registration evaluation form: Web submission method is adopted, and when teachers start to use multimedia, they can register directly through the Web page. After use, the database will record the simple situation of teachers using multimedia for teaching, and grasp the use of teachers in the classroom in time. 2. Courseware production evaluation table: Courseware production evaluation table can objectively evaluate teachers' courseware production. Through our courseware making activities, teachers can know what aspects to consider in courseware making skills. 3. Teacher training attendance sheet: In normal training, teachers are required to sign the attendance sheet in person to truly record the training time and computer situation. At the same time, the name of the teacher, the teaching content and the existing problems are recorded so as to adjust the teaching in time. 4. Teachers' case questionnaire: Teachers fill it out by themselves, record their own status since the project was launched, and conduct self-evaluation to reflect the changes of teachers before, during and after the training. 5. Grade requirements of primary school teachers' information technology basic ability evaluation scale: according to the evaluation scale, the scores of teachers' ten modules are quantitatively analyzed. According to the teacher training situation, the research group does not make a one-size-fits-all evaluation, but adopts the method required by different age groups (over 40 years old, under 50 years old and under 40 years old)? Quantity planning and grading are carried out respectively. 6. Evaluation scale of the use of information technology in experimental primary schools: a scale to investigate the use of information technology by in-service teachers under 50 years old and subject teachers in classroom teaching, and to guide teachers to use information technology flexibly in teaching from these aspects.
Using this evaluation system to quantify teachers' basic information technology ability can keep abreast of teachers' trends in the training process and make the training and research work scientific, reasonable and well-founded.
In short, teachers' information technology training has a long way to go. We firmly believe that mastering information technology as a new means of education will produce a brand-new means of education and a brand-new teaching model. Let's work together to open up a new world of education and teaching based on information technology.