Propose a theme
With the development of the times and the rapid development of science and technology, human beings have stepped into the information society and knowledge economy society. Information technology, in particular, is quietly changing our life, work and study, and also changing people's way of thinking. This powerful information technology trend has also revolutionized traditional education: teachers+textbooks+students in the past, and now teachers+textbooks+information technology+students; It used to be "teacher, preaching, teaching and solving doubts". Classroom teaching is rigid, inflexible, full of irrigation, students learn passively, the atmosphere is dull and the efficiency is low. In the environment of quality education, we actively advocate innovative education and students actively study, especially the new curriculum standards. It is necessary to break the old learning model, establish new learning methods, take students' learning as the center, and establish the educational thought of teachers and students as the main body. Inquiry learning is an active and effective teaching strategy and means. It opposes passively accepting, inheriting and memorizing knowledge, advocates that students actively understand, apply, explore and innovate knowledge, and thinks that the learning process of students is the process of creatively solving problems. So how to effectively combine information technology with research-based learning, and how to carry out research-based learning under the information technology environment, it is necessary for us to carry out corresponding research.
Our school is an experimental school of modern educational technology in Jiangsu Province, which has a material basis for research. In recent years, it has invested120,000 yuan for the construction of hardware and soft environment. Audio-visual education facilities are leading in the province and first-class in the country, with 400 computers of Founder brand, 654.38+000 sets of multimedia demonstration systems, a professional broadcasting system worth millions, and Gigabit Ethernet switching to the desktop. At the same time, we also have solid scientific research capabilities. During the Ninth Five-Year Plan period, the research on strengthening the cultivation of students' comprehensive quality by using campus TV stations won the "Ninth Five-Year Plan" Excellent Audio-visual Education Project Achievement Award of Jiangsu Audio-visual Education Center. "Research on Learning Classroom Teaching Mode" won the first prize of Changzhou in the Ninth Five-Year Plan and was recommended to participate in the Jiangsu Excellent Project Achievement Award. We also have a relatively broad student base. Students began to learn information technology from the second grade, and won the first prize of the district information technology application ability competition three times in a row, with the number of winners and ranking among the best. Based on the above advantages, we choose "using information technology to establish a student-centered research-based learning model" as the research topic.
Second,
Third,
Research objectives
1, forming an effective model of inquiry learning supported by information technology.
2. Encourage students to improve their information literacy in an all-round way, learn to take the initiative to learn, and take the initiative to carry out research-based learning.
3. Cultivate and bring up a group of excellent teachers with excellent quality, scientific research ability and the ability to guide students to carry out research-based learning.
Fourth, research measures.
(A) to prepare for the study
1, student level: classroom teaching reform+extracurricular activities.
To carry out this research, we always put the cultivation of students' information literacy in the first place, because students mastering the necessary information technology is the foundation and guarantee for carrying out research-based learning. First of all, we should attach importance to information technology classroom teaching and strengthen classroom teaching reform. In the case of fully ensuring the teaching staff, we should first optimize the teaching materials, because good teaching materials not only fully reflect the spirit of the syllabus, but also take into account the students' learning. Second, we strengthen students' basic practical operation, especially the application of Chinese character input, text arrangement, computer drawing, presentation making, surfing the Internet, searching and downloading information, sending and receiving emails and message board forums. Third, pay attention to the organic integration of information technology and disciplines, so that students can fully penetrate the contents and ideas of disciplines while learning information technology, such as making presentations by learning powerpoint. We require students to design with the cover of the subject as the content, and fully consider the characteristics, artistic effect and rationality of the subject; Fourth, pay attention to the mutual application of software and hardware, and at the same time infiltrate research-based learning. Information technology is based on hardware and software, and there are bound to be some problems and failures in the process of use. In the teaching process, we should consciously cultivate students' ability to find problems and faults, analyze faults and solve them. For example, "Computer Research" is based on information technology courses to carry out research-based learning. Students analyze and summarize common problems from both software and hardware according to their usual practical experience. Fifth, the extension of extracurricular activities is divided into two aspects: first, information technology interest groups to cultivate students' expertise in applying information technology; Second, open the online classroom. Since the beginning of this study, we have insisted on opening up network teachers to provide students with places and environments for extracurricular research study. At present, the students in our school are very conscious, and take the initiative to go online to collect information and find information after class. Our newly graduated students made full use of information technology to write a collection of graduation essays. The theme comes from the network, and the whole process of computer input, text arrangement and final printing and binding is practiced by students themselves.
2. Teacher level: self-study+counseling.
Scholars can help us to clarify the research direction and guide our research work theoretically; Elite figures or teams in the school can be closer to our teaching, and our research can help us carry out specific research work better.
To this end, we first strengthened the study of relevant educational theories: the constructivist theory supporting information technology education, and modern educational theories include subject education theory, multiple intelligences and research-based learning theory. At the same time, we also carried out training on teaching design methods, "Intel Future Education" and teaching strategies of information technology and research-based learning.
Inviting at least two experts and scholars to teach in our school every semester is helpful to improve our theoretical literacy and standardize our research behavior in theory. At the same time, we also actively use the elite resources of the school. President Rulu has always been the leader and pioneer of our audio-visual education research. Have a solid theoretical foundation and strong scientific research ability. He is a national famous scientific research teacher, and school experts such as President Yan Xiaodong, Director Han Yuyu and Director He Jiangyan are our learning resources. In every research activity, we invite them to participate in our activities and give guidance and guidance to our research process.
Our school has created a good learning environment of information technology for teachers, and made a regulation that information technology must be used in open classes from the institutional level. The school conducts a courseware making and website making evaluation activity every semester, and the evaluation results are directly linked to the "five self" assessment of teachers. These internal and external factors urge teachers to learn information technology very consciously; At the same time, a series of training activities, such as courseware making training, website making training, and provincial education technology evaluation training, have greatly improved teachers' application level of information technology.
3. At the researcher level: improve the way of research activities and promote the dynamic development of people.
The teachers involved in the research are all backbone teachers in all aspects, and they are also the objects of many topics, and they also have heavy work. How to ensure the quality of scientific research projects, coordinate the relationship between projects and reduce the workload of teachers in the research group as much as possible is a problem we need to think about. To this end, we solve this contradiction from two aspects:
Integrate research activities, and under the coordination of teaching departments, integrate activities of different topics. For the same research activity, different research groups study from different angles, which not only reduces the frequency of activities, but also can learn from the research results of other research groups and open up their own ideas.
Our original main way of research activity was to open a research class, and then evaluate and analyze the class against the research objectives, and the research activity ended like this. The problem is that the research can't go deep into the system, and the problems of the research class can't be studied any more. In view of this contradiction, since 2005, we have improved the way to carry out research activities and put forward a "school-based research model based on teacher behavior follow-up". Every semester, each research group or research group puts forward a research goal, determines the teachers who take part in the research class, determines the topic, and aims at the same teaching content. The research activities are divided into three steps: the first step, teachers prepare lessons and come up with the first lesson plan, and the teachers of the research group discuss around the research objectives and put forward suggestions for revision; In the second step, the class teacher took out the second lesson plan, and at the same time, in the first class, the teachers of the research group analyzed and discussed the research objectives again and put forward suggestions for revision; The third step, the class teacher takes out the second class, and the teachers of the research group discuss and analyze it again; The whole cycle takes 2 ~ 3 weeks to promote teachers to conduct in-depth and orderly research and thinking in the whole activity.
Carry out practical research
At the beginning of the project, we tried to start with Chinese, science, history, geography, physics and other disciplines, and used information technology to establish a student-centered research-based learning model. These subjects are relatively easy to operate, and there are many contents suitable for the combination of research and information technology. Through practical research, we have the following * * * knowledge about this model, and extend the following * * * knowledge to other disciplines:
1, the establishment of research learning objectives
The curriculum goal of inquiry learning is mainly experiential, emphasizing students' learning process, direct participation and personal experience.
(1) Improve the ability to find and solve problems by learning "real questions". The process of inquiry learning is mainly around solving problems. Students are required to discover and put forward many real and complicated practical problems from books and social life, such as geographical resource shortage, environmental problems, sustainable development, etc., what caused the extinction of dinosaurs in science, whether our fingerprints are really different, genetic problems, human nutrients, etc., why the elk in Chinese has recovered, why writers can become writers, and physical mechanical problems. This not only breaks the traditional inherent mode of "a thousand people have one side", but also helps to cultivate students' thinking quality of being good at thinking and daring to question.
(2) Mobilize students' learning enthusiasm, and promote students' creative interest at different levels. Traditional teaching focuses on imparting book knowledge, which inhibits students' initiative and creativity in learning. In the research-based learning activities, in order to solve problems, students take the initiative to obtain textbooks and extracurricular knowledge through various channels such as the Internet, electronic reading rooms and CD-ROM materials, which are not limited by time and space. They can experience the feeling of roaming the world in class, which is more conducive to improving their interest in learning and enhancing their awareness of active learning. At the same time, the research goals and topics designed by students themselves form a group of different individual goals, so that each student has the free space to discover, experience and create, and students at different levels have different development. For example, our students have been away from the life of dinosaurs for tens of millions of years, but their knowledge about dinosaurs is extensive and full of interest, which is mainly due to hundreds of dinosaur websites, movies such as Jurassic Park, dinosaur models and videos brought back by students after visiting Changzhou Dinosaur Park. Every student has different experiences and space for exploration and development.
(3) Cultivate scientific spirit and enhance social responsibility. Research-based learning is carried out in a way similar to "scientific research", so students should establish a rigorous scientific attitude, be objective and fair, and carry out research-based learning based on facts. For example, geographical environment is closely related to human survival and development. The problems of population, environment and resources in today's world have seriously affected the sustainable development of mankind. Carrying out inquiry learning is beneficial for students to understand and experience the basic methods of geography learning and research, and cultivate their scientific spirit of integrating theory with practice and seeking truth from facts. Students use information technology, such as TV interviews, videos, digital cameras and other social surveys, look up information on the Internet, and then use excel statistical analysis to form statistical charts, activate the original knowledge reserves from strong data comparison and vivid real life, and tap the creative potential through continuous discovery. In the process of trying to solve these practical problems, they gradually formed a scientific attitude based on reality and a sense of social responsibility.
(4) Improve students' communication ability and cooperation ability. Modern society is inseparable from the communication and cooperation between people. Using information technology to carry out research-based learning can communicate with learning partners, teachers and professionals, thus enhancing the understanding and concern for society. In learning activities, students should be good at expressing their own views and opinions, listen to others' opinions patiently, learn to share and exchange research results, and strengthen interpersonal cooperation.
(5) Establish a new relationship between teachers and students. Research-based learning strengthens the relationship between teachers and students and puts forward higher requirements for the comprehensive quality of our teachers. Here, the teacher's function shifts from imparting knowledge to inspiring thinking. Teachers pay attention to the development of students' ability and the improvement of their comprehensive quality. The role of teachers is mainly reflected in the following aspects: ① creating learning situations for students, and teachers become the "leaders" of students' autonomous activities; ② Effectively promote the progress of activities, and teachers become "guides" for students' practical exploration; ③ Being good at organizing students to carry out cooperative learning, teachers become the "organizers" of students' collective discussion.
2. Selection of content and method of inquiry learning.
(1) content. We choose some subjects to carry out extensive research study. It has the characteristics of openness, comprehensiveness, sociality and practicality, which makes students interested, convenient for students to operate and confusing, and has a certain value orientation. The first is to determine the research topic from the teaching materials. Teachers can design and list some research topics after each class through the infiltration of research-based learning in the classroom, and can also put forward problems worth studying in combination with students' life and social life. The second is to extend from textbooks and combine with students' reality, ask questions and explore ways to solve them. Such as the development of Yancheng venue, the trend of China table tennis in the World Championships, our food culture, physics in life, etc., to guide students to care about the reality of life and solve practical problems with what they have learned.
(2) strategy. ① Because the process of inquiry learning depends on students' information processing, the choice of topics should conform to students' cognitive laws and take into account the needs of different levels; The main task of project design is to improve students' creative ability, and students' divergent thinking should be consciously cultivated in teaching to avoid causing students' single thinking; (3) Inquiry learning is not only to obtain the result of problem solving, but also to cultivate students' creativity and subjective personality, which is an important goal of inquiry learning activities; ④ Teachers should pay attention to the evaluation and guidance of three links: evaluation and guidance of topic selection, mid-term inspection and guidance, and evaluation at the end of the project.
(3) method. The methods of inquiry learning generally include: ① literature method. By consulting various data, charts, etc. We can draw a conclusion through analysis and comparison. ② Survey methods. Through on-the-spot investigation, investigation and the application of relevant theories, the methods and ways to solve the problem are obtained. ③ Experimental methods. With the help of relevant experiments and analysis of relevant data, we can find the answer.
The general process of inquiry learning can be as follows: finding problems, asking questions, designing plans, implementing and modifying plans, summarizing results, exchanging and evaluating.
(1) Find and ask questions. At the beginning, teachers can put forward feasible research topics, allowing students to choose freely, and gradually develop into students' own initiative to find, ask questions and determine research topics. At this stage, information technology mainly evaluates and analyzes the value of research topics, such as the "Elk" lesson. We can search the information of elk resources online in advance. If not, after all, elk is far away from our lives and is very rare, so it cannot be determined as a research topic.
② Design scheme. After the problem is put forward, we should carefully analyze the background of the problem, find the breakthrough to solve the problem, and then design the steps and methods to solve the problem. Information technology provides a platform for solutions, which can be edited by word tools, and different solutions can be posted online for different groups to exchange and compare and choose the best solution. count
③ Implement the plan and summarize the results. According to the requirements of the project, students collect relevant articles, data, pictures and other materials, sort them out, and carry out related experiments. Of course, in the process of implementation, we should constantly fine-tune the plan to make it more perfect; Finally, we should show the research results. We can make full use of the advantages of information technology to collect information, not only by using the ready-made information on the internet, but also by interviewing professionals through the interactive function of the network to obtain more information; Sorting, classification and experiment can be operated with the help of existing office software, geometric sketchpad and various simulation laboratories. The expression of research results can be pictures, essays, electronic blackboard newspapers, presentations or websites.
(4) Exchange, summary and evaluation of achievements. The exchange of grades can take many forms, such as class report, debate contest or online sharing. The evaluation of inquiry learning should be based on formative evaluation, which should focus on "four aspects": process, application, experience and full participation. The expression of evaluation results can be quantitative (scores, grades, etc. ), qualitative (such as comments), or a combination of quantitative and qualitative, mainly qualitative evaluation. When evaluating, we can learn from the theory of multiple intelligences, consider the individual differences of students, pay attention to the special gains of students in a certain aspect, and give affirmation and encouragement.
Verb (abbreviation of verb) discusses the problem
1, the research on "building a student-centered research-based learning model by using information technology" challenges students' information technology. In terms of specific operation, although we have started computer teaching as a school-based course in the second grade, and strive to make all students have computer operation ability, in fact, students are very different in technology, which brings certain difficulties to teachers' teaching, and some students are difficult to enter the active learning state because of the influence of technology. Therefore, how to organically integrate information technology education with curriculum, so that students can have higher information skills and information literacy is one of the topics we will study in the next stage.
2. The research on "Using information technology to establish a student-centered research-based learning model" poses a new challenge to teachers. It not only requires teachers to have higher information literacy and information technology, but also requires teachers to spend more time browsing, designing and making, which invisibly increases teachers' workload and challenges school management. Therefore, how to solve the contradiction between the improvement of teaching demand and the shortage of teaching resources has become the focus of this topic.
3. In the information technology environment, students' attention is easily distracted, and the emotional communication between teachers and students is weak, which needs further study. The presentation of topics or knowledge points that need to be studied is still debatable. You can change it yourself! !