Chapter 1 Introduction to Information Technology and Curriculum Integration

The first part: The main problems existing in the integration of information technology and curriculum in China at present.

The second part is the integration of information technology and curriculum.

First, the development of information technology education application

Second, information technology and curriculum integration goals (significance)

Section III Connotation (Essence) of Information Technology and Curriculum Integration

Section IV Methods (Ways) of Integrating Information Technology with Curriculum —— Foreign Experience

First, the "bottleneck" problem in the in-depth development of educational informatization.

Second, theoretical research on information technology and curriculum integration in developed countries

Thirdly, the status quo and effect of information technology and curriculum integration in developed countries.

Section 5 Methods (Ways) of Integrating Information Technology with Curriculum-Domestic Exploration

First of all, we should use advanced educational theory to guide "integration"

Second, we should "integrate" around the creation of "teaching structure of leading disciplines"

Thirdly, the teaching of "integration" course is designed by using the teaching design theory of "paying equal attention to learning and teaching".

Fourth, strive to build information-based teaching resources.

Fifth, we should combine the characteristics of different disciplines to create a teaching model that can support the new teaching structure.

The sixth part is the significance of the integration of information technology and curriculum to deepen China's educational reform.

First, through "integration", we can make up for the important defect of many years of teaching reform-ignoring the reform of "teaching structure"

Second, the leap-forward development of basic education can be achieved through "integration" and innovation of educational theory.

The second chapter is one of the theoretical bases of information technology and curriculum integration-constructivism theory.

Section 1 The Origin and Development of Constructivism

Section II Introduction of Constructivism Learning Theory

First of all, about the meaning of learning.

Second, about learning methods.

The third section is the content and implementation of constructivism teaching strategy

First, scaffolding teaching strategy

Second, anchored teaching strategy.

Thirdly, random access teaching strategy.

The fourth part is the characteristics of instructional design under the constructivist learning environment.

First, emphasize student-centered.

Secondly, it emphasizes the promotion of "situation creation" to meaning construction.

Thirdly, it emphasizes the deepening role of "cooperative learning" in meaning construction.

Fourth, emphasize the design of learning environment (not teaching environment)

Fifth, emphasize the use of various information resources to support "learning" (rather than supporting "teaching")

Sixth, it is emphasized that the ultimate goal of the learning process is to complete the meaning construction (not to achieve the teaching goal).

Section 5 Constructivism Theory and "Information Technology and Curriculum Integration"

1. Information technology marked by multimedia and network is the premise of applying constructivism theory to teaching process.

Secondly, constructivism is an important theoretical basis for the integration of information technology and curriculum.

Thirdly, the course of "Information Technology and Curriculum Integration" under the guidance of constructivism theory.

Section VI Reflections on Constructivism Theory after Entering 2 1 century

1. Should the teaching thought of constructivism be "student-centered" or "leading-subject combination"?

Second, is constructivism epistemology "pure subjectivism" or "the unity of subjective and objective"?

Thirdly, should constructivism be the guiding ideology of deepening education reform in China?

The third chapter is the second theoretical basis of the integration of information technology and curriculum-teaching structure theory.

The fourth chapter is the teaching design of the integration of information technology and curriculum-the teaching design of "paying equal attention to learning and teaching"

The fifth chapter is the design and effective utilization of information teaching resources.

The sixth chapter is the teaching mode of information technology and curriculum integration-in-class integration mode.

The seventh chapter is the teaching mode of information technology and curriculum integration-extracurricular integration mode.