First of all, take the digital campus as the characteristics of the school to build.
1. Take the construction of digital campus as an important index to evaluate the school.
At present, people gradually realize that the development of educational informatization needs to be accelerated, otherwise there will be a serious risk that the support of education and investors at all levels will lose momentum. Digital campus is a better scheme for the overall construction of educational informatization. The completion of digital school is an advanced stage of educational informatization development, and it can also be understood as a sign of success. In middle schools in large and medium-sized cities where informatization has reached a certain stage, how to further promote and encourage these schools to further develop to a higher stage of educational informatization-digital campus construction through the implementation of various policies is a problem worthy of study and attention by higher authorities.
The first is the evaluation problem, which changes the teaching quality into a single evaluation index. Taking the construction of digital campus as an important indicator of running a school, we should also conduct special supervision on the information construction of the school when necessary. As the basis of government supervision, the provisions of "Evaluation Index of Model High Schools in Guizhou Province" issued by the Department of Education of Guizhou Province carry out special inspections on educational informatization from the aspects of equipment management, team building, practical application, teaching research, etc., to ensure that there are rules to follow and routine implementation.
Secondly, the Education Bureau should actively encourage and create conditions for some mature schools to participate in the construction of digital campus. In order to further promote the development of educational informatization, deepen the application of modern educational technology in the education system, and maintain the innovative vitality of educational informatization in Yunyan District, Guiyang City has put forward the construction goal of creating an intelligent, networked and personalized digital environment, promoting the transformation of schools to modern education, and accelerating the balanced connotation development of education in Yunyan District. It is proposed that during the Twelfth Five-Year Plan period, the man-machine ratio of middle schools in the city will reach 8: 1, and the starting rate of information technology education will reach 100%. Planning and building an education management information platform, a technical support platform for teaching reform, and a network platform for students' autonomous learning; Open up the information channel of school characteristics cohesion, teachers' professional development, students' learning ability improvement and network family ties. Through the construction of "digitalization of management", "digitalization of teaching", "digitalization of teacher development" and "digitalization of community contact", the application level of educational informatization will be comprehensively improved.
2. Formulate reasonable policies to guide the healthy development of educational informatization.
According to the current situation and development requirements of information environment construction, the Guiding Opinions on Information Environment Construction in Middle Schools issued by the administrative department of education clearly stated that the relevant standards required by provincial departments should be reached in stages. Combined with the actual situation of the school, the municipal audio-visual education center takes the lead in customizing campus information technology environment schemes such as network construction and teaching system for schools to use according to their own conditions. Change the current school environment construction, run around looking for solutions, and finally regard the company's solution as the school's solution. The system built only sees the hardware and can't see the educational function. Improve the level of information-based teaching in schools in an all-round way, and at the same time help schools to establish and institutionalize information management systems, realize the informationization and automation of school education management, and escort school education informationization from the source and system.
Middle schools should formulate a systematic and comprehensive development plan of educational informatization, and plan separately from the aspects of hardware construction, teaching resources and environment construction, teaching application objectives, teacher training and so on, so as to achieve systematic planning and step-by-step implementation. Specialized departments and personnel should review the school's construction plan, implement the limited funds and avoid blind construction. In the process of implementing the informationization of school education, we should take the application of information technology such as computer and network in education and teaching as the top priority, and attach importance to the construction of educational information resources, the integration of information technology and curriculum and the training of teachers. Only in this way can the informationization of school education develop rapidly and healthily.
3. The construction of digital campus should reflect the personality characteristics of the school.
Digital campus is the working platform of real campus education and teaching activities. Because each school's education and teaching activities are specific and personalized, in the process of implementing the "digital campus", special emphasis should be placed on the "digital campus" that serves the school's characteristics. Therefore, the construction of "digital campus" should not pretend to be the master or blindly pursue the technological trend, but should establish a digital campus to promote the formation of school-running characteristics. Taking the construction of digital campus as an opportunity, middle schools should reorganize their school-running ideas, clarify their educational characteristics, highlight and strengthen these educational characteristics, and form a digital campus with distinctive personality characteristics.
To build a digital campus, we should pay attention to guiding the application of information technology with the development of the school, rather than using technology to guide the development of the school. The development of the school has its own personality, especially under the premise of promoting quality education, it is necessary to protect the personality of the school. We should pay more attention to the development of the school and provide some technical support on the premise of serving the development of the school. Only in this way can the application of information technology better serve the development of the school. The author hopes to highlight the distinctive school-running characteristics of Guiyang No.6 Middle School by studying the learning evaluation of middle school students under the modern information technology environment in the process of digital campus construction, so as to illustrate the successful cases in this respect. The organizational structure and management requirements of its digital campus are shown in figure 1.
According to the developmental evaluation system of middle school students' academic performance in Guiyang experimental area, combined with the actual situation of the school, the evaluation reform plan is creatively implemented. The evaluation system can play a promoting role on the platform of modern educational technology and fully reflect the development level and comprehensive quality of middle school students. It is hoped that the following aspects can be achieved through research:
First, improve and develop the evaluation index system, and form a set of scientific, effective and operable evaluation tools and technical means suitable for the current evaluation index system, so that it can be based on the current situation and focus on the current development of information technology, and apply network, information, computer and interactive technology to the student evaluation mechanism.
Secondly, the evaluation organization, evaluation process and evaluation model are studied from the operational level, and a diversified, standardized and informationized evaluation management system and corresponding management model are formed.
Thirdly, based on the goal of cultivating students put forward by the curriculum reform of basic education and the general requirements of the evaluation system of academic development of senior high school students, the digital information system of the evaluation index system of students' all-round development of individual quality is established.
Fourth, gradually improve the digital information system of the evaluation index system, and form a developmental student evaluation system that meets the needs of curriculum reform in senior high schools and conforms to the laws of students' physical and mental development.
Two, the integration of quality education resources, the construction of school-based resource database
Resource construction is the most critical link that restricts the application of teaching. Whether information-based teaching can be popularized depends on the lack of effective resource content, and the core problem of which is the construction mode of resource content. At present, the construction of resource content mainly comes from two aspects, one is the batch supply by manufacturers, and the other is the development of subject teachers. Due to the lack of pertinence and systematicness, most of the resources provided by manufacturers are the accumulation of some old teaching materials, online pictures, sounds and other documents, and lack of support for teaching, resulting in poor usability; Although the resources made by teachers can meet the application needs of a single teacher, it is difficult to scale up, and these resources are scattered in every corner of the Internet, so it is difficult to share them without effective management.
In view of the lack of effective resources, Guiyang Audio-visual Education Center issued a national resource teaching resource management platform to all schools, mobilizing teachers and students to collect and sort out various resources to meet the needs of teaching and learning online, and then manage them according to the teaching structure to form the school's own school-based resource database. Teachers and students can easily share and use the contents in the resource database, and at the same time improve the teaching quality of weak schools.
Third, give play to the role of information technology teaching and research group.
At present, the vast majority of campus network administrators are part-time information technology teachers, who are also responsible for the teaching of school information technology, the training of school teachers and students' information skills, and the promotion of advanced teaching concepts. A lot of work. Improving their work enthusiasm and teaching ability is one of the key factors for the success or failure of digital campus construction.
1. Raise awareness and comprehensively improve information technology quality education.
Educators should have a correct understanding of information technology education: on the one hand, they should realize the important position of information technology education in human development and social needs; On the other hand, we should recognize the positive role of information technology education in promoting the teaching development of other disciplines. Educated people should also have a correct understanding of information technology education and realize the role of information technology teaching in cultivating themselves to discover, analyze and solve problems. As an information technology teacher, we should face up to the actual situation, develop this subject through our own efforts, broaden the teaching content, explore the teaching mode, enrich the teaching results, and strive to establish a brand-new teacher-student relationship in our own classroom, that is, from imparting knowledge to helping students discover, organize and manage knowledge.
2. New teaching methods with advanced educational concepts.
Some new teaching methods based on advanced educational concepts can be adopted, such as "task-driven" teaching method based on constructivism teaching theory. The principle of constructivism teaching design emphasizes that students' learning must be combined with big tasks or problems, so as to guide and maintain learners' learning interest and motivation by exploring problems, create a real teaching environment, and let students learn with real tasks. Students should have the initiative to learn, and teachers should constantly motivate students to move forward.
In the teaching of information technology course, the application of "task-driven" teaching method is to let students carry out teaching activities driven by typical information processing tasks, guide students to complete a series of tasks step by step from simple to complex, from easy to difficult, so as to obtain clear ideas, methods and knowledge, and cultivate students' ability to analyze, solve and process information with computers in the process of completing tasks.
Fourth, strengthen teachers' information training and improve teachers' information literacy.
Teachers are living and thoughtful individuals, just as we can't simply instill knowledge into students as a container. In the process of teacher training, we can't adopt the single teaching mode in the past. Starting from the purpose of training teachers, a multi-mode training system that fully embodies creativity, reflection, openness and cooperation is adopted.
At present, several innovative training modes have been widely concerned, such as network working mode, teaching mode, situational mode and menu mode. These training modes take into account teachers' ideas and differences, and are worth popularizing. The training mode of innovative teachers is teacher-centered, not grandstanding. Only by combining teachers' reality, which is conducive to teachers' growth and development in practice, can it help to solve the contradiction between supply and demand of teachers and promote teachers to actively participate in learning and communication, so as to carry out independent learning, happy cooperation and innovation. Here are some common teacher training modes.
1. Personal self-study and research
In order to improve the level of information technology and information literacy, in order to meet the needs of teaching and scientific research, in-service teachers spontaneously learn relevant knowledge, master relevant skills and carry out related research activities, including reading professional books and periodicals on educational technology and information technology education in their leisure time, participating in relevant professional training or business seminars by themselves, using network resources for self-study, actively carrying out information technology teaching and research activities, and publishing teaching results.
2. School-based training
This refers to the training activities initiated and planned by our school, based on our resources and training base, and based on the needs of school development and teachers' own professional growth. The characteristics of this training method are: the time can be long or short, the number of times can be more or less, and the forms are flexible and diverse, such as special lectures, computer knowledge training, teaching observation, mentoring and so on; The content is more targeted and practical, which can effectively combine information technology with subject courses and make the training activities more dynamic and effective.
3. Full-time study
This is more suitable for the cultivation of academic qualifications, backbones and famous teachers. At the same time, the state should stipulate that teachers can choose the opportunity of full-time study independently after working for a certain period of time. In the interview, many teachers think that full-time learning is the most rewarding, and regard this kind of learning as a reward for the school, such as the "National Training Plan-Teacher Training in Rural Primary and Secondary Schools in Guizhou Province" implemented on 20 10.
4. Short-term training
This mainly refers to the planned, large-scale and short-term information technology application training activities organized by universities, local education management departments or teacher training centers. For example, the "national training plan-short-term centralized training for weak subjects in rural primary and secondary schools" organized by the Ministry of Education belongs to this form. In the survey, we found that 34.7% of teachers want to study full-time, 14.7% support self-study and research, 34% are willing to participate in school-based training, and 16.6% want to participate in short-term training (see table 1).
So far, various trainings have trained many backbone front-line teachers. When talking about their feelings, many trained teachers talked about how this training not only helped them technically, but also improved their educational ideas, how technology can serve teaching and how to pay more attention to students' learning. It has played an important role in changing teachers' educational concept, improving teachers' information technology ability and integrating information technology with curriculum.
The informationization of middle school education is a systematic project, which is the product of the organic integration of modern information technology and education. Through the study of typical case schools, this paper puts forward some countermeasures and suggestions to solve the problems existing in the informatization of middle school education. In recent years, with the strong support of governments at all levels and education authorities, the informationization of middle school education has achieved rapid development.
refer to
[1] Yu Shengquan, Ma Ning. Promote the application of regional education informatization. China Audio-visual Education, 2007( 1 1).
[2] Ma Chunying, Geng. Strengthening teachers' information literacy and promoting the integration of disciplines and courses. Network technology era, 2008(5).
[3] Zhang Jiaquan. Using modern information technology to improve teaching process. Educational Research, 2008( 10).
(Editor Andy)