1. Definition of integration of information technology and teaching

The integration of information technology and teaching refers to using the advantages of information technology to improve the quality and efficiency of curriculum implementation. The two elements of the integration of information technology and teaching are information technology and curriculum respectively. In this integration, information technology and curriculum are the whole process and all-round integration. In terms of curriculum objectives, the introduction of information technology has expanded the scope of curriculum objectives. In terms of course content, the introduction of information technology can change the media and presentation form of course content and make the course content rich and colorful. In teaching design, the introduction of information technology has fundamentally changed the teaching conditions and environment, and the presentation form of course content has undergone a qualitative change. The design of teaching mode, the choice of teaching methods, the arrangement of teaching steps and the choice of teaching evaluation methods have all undergone fundamental changes. In terms of curriculum implementation, information technology can provide an effective support platform for curriculum implementation. In curriculum evaluation, information technology can provide effective support for the implementation of evaluation from many aspects.

2. Definition of the concept of integration point

In the teaching and learning process of a class, if there are teaching steps or links with the following properties, it is called integration point: conventional teaching methods are difficult to support its implementation (or there are problems in quality and efficiency), and information technology means can effectively support (or improve the quality and efficiency of implementation). Strictly speaking, the definition of integration point should be that as long as information technology supports its implementation better than conventional teaching methods, then any teaching step (link or activity) in a class is called integration point. Only those links that are difficult to be supported by conventional teaching methods can be effectively supported, and the teaching quality and efficiency of a class can be greatly improved. In any class, there may or may not be one or more integration points in its teaching steps.

3. Basic methods of integration

(1) Innovative teaching methods: follow the advanced educational concept, systematically study the subject ontology, and study teaching methods according to the characteristics of ontology, so that students can learn under a clear framework and build a capacity system;

(2) Scientific conception of teaching process: In teaching design, the usual teaching conditions are removed and changed into conditions that can be done as long as they can be thought of. Under such conditions, conceiving the teaching process of a class is called ideal teaching design;

(3) Accurately diagnose integration points, considering possible support modes of information technology, classification of integration points and corresponding diagnosis strategies;

(4) Selecting appropriate supporting software and resources: on the basis of accurate diagnosis of the integration point, according to the solution of the integration point, selecting appropriate resources and software, and integrating them into a class courseware according to certain rules, including courseware used in the classroom and courseware used by students on the computer;

(5) Scientific experiment and summary method: With the help of project guidance, heterogeneous classroom, regular teaching and research, competition classroom, action research and other ways, we will gradually form our own effective integration mode and method system.

4. Topic ontology

Ontology is a protocol about the conceptual model of * * *. In the subject knowledge environment, ontology can be used to express the hierarchical structure of classification, the inclusion relationship between classes, and it is convenient to digitize the description. In the information technology environment, we should infer the subject knowledge that students should master from the perspective of cultivating students' ability.

(1) Concept ontology is to let students understand the essential concepts, interrelationships and rules based on these concepts. It is necessary to change the understanding of the characteristics, laws and relationships of things from some abstract text descriptions to intuitive images.

(2) Method ontology, in order to let students understand the method of using a certain method ontology to deal with specific problems, it is necessary to transform the knowledge described in words into specific processing forms.

(3) Applying ontology, in order to make students easily understand and use the methods of planning, selection and decision-making, it is necessary to transform the knowledge in the form of words into the process of planning, selection and decision-making.

(4) Based on the method ontology, the ability to solve specific problems can be cultivated, and it is necessary to create a process in which students can participate. In this process, students can transform the process knowledge described by the method ontology into the ability to deal with specific problems.

(5) Based on application ontology, it can form the cultivation of control ability such as planning, selection and decision-making. It is necessary to create an environment for students to deal with problems by classification, so that students can use the control knowledge described by application ontology to master the process of dealing with problems based on conceptual ontology and method ontology and get systematic training in dealing with problems.

5. Ideal teaching design

The ideal teaching design refers to the teaching process of conceiving a class under the condition that the usual teaching conditions are removed and changed into those that can be done as long as they can be thought of. On this basis, the junction is diagnosed, and then information technology is applied to support the junction teaching.

In the integration of information technology and subject teaching, the ideal teaching design idea should be adopted, mainly because the teaching method of a class can be truly innovated according to this design idea, make full use of information technology means, provide sufficient support for innovative teaching methods, and maximize teaching quality and efficiency.

6. Integration point diagnosis method

There may be no integration points in the teaching steps of a class, or there may be one or more integration points. We should focus on the combination point that is highly related to the teaching quality and efficiency of this course.

Integration points can be divided into two categories: (1) process integration points focus on the forms of teaching and learning in this step, such as mutual evaluation, real-time feedback, dynamic information release and group communication. (2) Content integration focuses on the characteristics of learning content in this step and the corresponding teaching and learning methods, such as quickly obtaining information, creating situations, changing the presentation form of knowledge, establishing the environment and process of transforming knowledge into ability, creating a training environment that can systematize knowledge, and increasing the amount of information per unit time.

When diagnosing integration points, the following strategies should be adopted:

(1) It is necessary to dig out the integration points that are highly related to the teaching quality and efficiency around the teaching steps corresponding to the key points and difficulties in the teaching process.

(2) According to the characteristics of different types of learning content, explore the integration points according to the law of * * * * purposefully: for the learning content that states (describes) sexual knowledge, we should focus on exploring the integration points of the effective presentation forms of knowledge and information; For the learning content of process (procedural) knowledge and the ability to solve specific problems, it focuses on the integration of processes that students can participate in; For the content of learning control (strategic) knowledge and ability training, the integration point of creating a comprehensive application environment of knowledge is emphatically excavated.

(3) According to the needs of different teaching methods, according to the different types of * * * steps, targeted mining integration points. This paper mainly introduces the learning steps in * * * inquiry learning and collaborative learning.

7. Learning environment architecture

The learning environment should be able to implement the educational concept of "teacher-oriented and student-centered", provide teachers with resources and software to effectively guide students' learning, and provide students with resources and software to effectively support autonomous learning and collaborative learning. The resources and software provided for students should be arranged by teachers according to the needs of curriculum teaching.

Therefore, it is necessary to provide a platform for teachers to prepare lessons, which can not only prepare the resources and software needed to guide students' learning, but also prepare the resources and software needed for students to carry out autonomous and collaborative learning according to the needs of the curriculum. The basic architecture of the platform is shown in the following figure:

(2) implementation strategy

Based on the research on the theory and method of information technology and teaching integration, this paper puts forward the experimental hypothesis, and completes the relevant theoretical construction in the experimental base through the guidance of expert ideas, the training of effective integration technology of information technology and teaching, and the application practice of teachers' information teaching. In practice, through expert guidance, teacher training, discussion and exchange, integration contest, different topics, the formation of materialized results, feedback of experimental results, repeated argumentation, summary and revision of basic theories, and promotion of theories, a case system of information technology and teaching integration is finally formed.

(three) the form of results and applicable objects

In terms of theoretical achievements, the concept of integration point is put forward, and the orientation of effective integration of information technology and teaching is clarified. Systematically study subject ontology and innovate teaching methods according to subject ontology; This paper summarizes three methods of comprehensive curriculum design, and analyzes the basic methods of scientific conception teaching process; Based on the function of information technology, the classification and diagnosis methods of "integration point" are summarized. The software and resource construction methods that effectively support integration are put forward. On this basis, more than 60 academic papers, 4 research papers, 4 doctoral dissertations and 6 master's dissertations were formed.

In terms of materialization results, we have developed more than 690 kinds of 1 1 softwares, such as subject teaching virtual software, physics and chemistry experimental teaching virtual software, teaching process support software, teaching evaluation software, teaching resources and management software, which are needed by primary and secondary schools and the Education Bureau. Some leading and exemplary achievements have been formed, including motorcycle class 128, 90 classes with different topics, more than 4 animations100, more than 280 teaching materials, nearly 20 special websites, and 334 excellent class competition cases 1334.

The research results are applicable to subject teachers and information technology teachers in primary and secondary schools, teaching researchers, administrators of schools and educational institutions, teachers and students in normal universities and researchers related to basic education.