The present situation and analysis of information technology education in primary and secondary schools

This paper analyzes the development and present situation of information technology education in primary and secondary schools, as well as some typical problems and phenomena. In particular, the development of the guiding ideology of information technology education is analyzed, and his re-understanding of information technology is discussed according to the development of information technology and the characteristics of its teaching. This paper analyzes some representative viewpoints (such as whether it is necessary to set up independent computer courses, whether CAI can replace information technology courses, the starting point of information technology courses, whether exam-oriented education can promote information technology teaching, etc.), expounds my own understanding, and puts forward my own views and opinions on the reform and evaluation of information technology teaching, especially the realization of "teaching-oriented to learning-oriented" information technology teaching.

Key words: information technology-subject teaching-research text: Electronic computer is an epoch-making scientific and technological achievement in the 20th century, and it is also one of the fastest-growing emerging disciplines. In recent decades, the development of computer technology has changed with each passing day, and its application fields have been unprecedentedly popularized. It has penetrated into various industries, especially the development of computer network, which is changing the way of human life and work and raising social productivity to an unprecedented height. Human beings have begun to turn from industrial society to information society, and knowledge will become the main driving force to promote social development. It can be said that any modern technology is inseparable from the assistance of computer technology. Now, the knowledge of computer use has become an indispensable part of modern knowledge structure, just like the knowledge of basic subjects such as Chinese, mathematics and foreign languages. Become a universal tool of human intelligence. Modern information with computer technology as the core has been greatly developed. Deng Xiaoping once said, "Computers should start with dolls." We must master the computer as a powerful intellectual tool. Information technology education is the latest, fastest-growing and most immature subject in all disciplines, and it is full of differences and confusion in understanding. In the vast number of primary and secondary schools, information technology teaching is not only the most fashionable subject, but also the most neglected subject. Due to the rapid development of information technology, computer education in primary and secondary schools has also developed by leaps and bounds, and it is also exhausted by the rapid development of information technology. Due to the rapid development of information technology itself, it directly affects the stability of the direction and content of information technology education in primary and secondary schools. For a long time, many leaders feel that information technology courses are difficult to guide, evaluate, control and elusive, so they take a "cold" approach and don't ask. Information technology courses and computer equipment have become the facade of quality education in schools. Although the content of information technology education in primary and secondary schools occupies a very important proportion in the State Council's Decision on the Reform and Development of Basic Education; The outside world also finds computer teachers in primary and secondary schools very interesting and popular. However, many teachers who have been engaged in computer teaching for many years feel very confused, and some even switch to previous disciplines. It can be said that there has been a "siege phenomenon" in information technology education in primary and secondary schools. So what's wrong with information technology education, and from what angle should we understand information technology education in primary and secondary schools? Since the mid-1980s, the author has switched to information technology popularization education, experienced several key stages of information technology popularization education in China, and has personal experience in information technology teaching. I hope that through this article, I will make an in-depth analysis of some problems and put forward my own views. 1. Some typical problems and phenomena in information technology education. The history of information technology education in primary and secondary schools is short, but it develops and changes rapidly. There are great differences in teaching contents, purposes and methods. But it also exposes the "strange" phenomenon that is difficult to meet in other disciplines.

1. "Obsolete Theory" and "Useless Theory" in computer teaching: Due to the rapid development of information technology, school equipment always lags behind the development of society, and it is a common phenomenon that teaching content lags behind the development of technology. We often hear criticism that we always teach our students backward things. This is the "outdated theory" in computer teaching. When people find that school equipment can never keep up with the society and teaching content can't keep up with the society, the view of "uselessness" in computer teaching comes into being.

2. Computer technology "self-learning" theory: Since the emergence of Windows operating system, software has a strong "self-description" and clear menu operation, and many softwares can learn relevant knowledge and skills through the "help" menu, so some people think that all softwares can "self-learn". In fact, there are indeed many computer enthusiasts who are "self-taught", so they think that information technology courses are unnecessary.

3. Weak infrastructure. Funding is a big problem that puzzles the development of information technology education in primary and secondary schools. Information technology education cannot be carried out in places with poor economic conditions, but in places where information technology education can be carried out, most of them have problems such as a large number of computers, low level of configuration, and difficulty in ensuring students' computer time.

4. The concept of education is relatively backward. Most schools equate information technology education with computer teaching, and only teach students how to operate computers, failing to truly integrate information technology with subject courses. 5. Educational resources cannot be enjoyed. The informatization construction of some schools is still limited to the stage of adding teaching equipment. These devices are just some independent individuals. Computers and networks are not perfectly combined, so they can't interact and enjoy resources. 6. The more information technology is popularized, the more difficult it is to teach. With the popularity of home computers and the emergence of various forms of computer training courses, there are more and more ways for primary and secondary school students to learn computers. The phenomenon of "not teaching prophets" is becoming more and more common, and the polarization of information skills is very serious. Especially now, primary and secondary schools are learning Windows and Office, all of which are based on "zero", so it is difficult to find a breakthrough point in information technology teaching. 7. Replacing information technology teaching with CAI: With the development of interactive CAI activities, especially those based on the Internet environment, many computer operation activities are really integrated into CAI activities, and with the view that computers are "self-taught", many people propose to replace independent computer courses with CAI activities. Others take computer as a compulsory course in American primary schools as an example, and think that China should follow suit. So many computer teachers are confused about the necessity of its existence. How to understand and clarify these problems must start from two aspects. First, we should re-understand the information technology education in primary and secondary schools; Secondly, information technology teaching must be reformed to adapt to the characteristics of information technology development.

2. Re-understanding of information technology education In the past 80 years, we have used "cultural theory" and "tool theory" to summarize the different purposes and significance of information technology education. We also had a long debate on "learning computer language" and "learning application software". At present, information technology teaching mainly focuses on the study of application software, and people use the word "tool theory" to summarize its guiding ideology, so information technology education is regarded as pure technical education, which is linked to employment skills, and even once included in the "labor technology" class. However, in the face of the rapid development of information technology, the teaching content of information technology in primary and secondary schools always lags behind the development of technology, and the teaching environment of information technology in primary and secondary schools can't keep up with the development of technology, so people soon found that it is unrealistic and easy to be criticized for primary and secondary school students who have been employed for several years. Whether learning a language or applying software, it will be difficult to get rid of the embarrassing situation if we do not understand and deal with the problems from the perspective of improving students' information quality and improving students' comprehensive quality education. 1. Correctly understand the relationship between information technology teaching content and teaching purpose. In the long-term practice, we realize that although information technology has developed rapidly, there are many factors and characteristics in various software environments. Many applications are similar in concept and operation. Although the software version has been upgraded quickly, many basic concepts involved in the old and new versions are consistent, or the old concepts have been broadened. From the teaching point of view, we should realize that the main purpose of information technology education in the basic education stage is not to train students to become skilled workers of a certain software and let them make a living in society, but to cultivate and improve their information literacy and information ability. The cultivation of information ability is embodied in mastering and understanding the uniqueness of different information environments and software, as well as the ability to explore unknown environmental characteristics and unknown functions. In information technology teaching, it is impossible and unnecessary to introduce and enumerate all the functions of specific software. The real purpose of cultivating information literacy is to guide students to explore the characteristics of software and master the ability to deal with unknown environment with specific software as the medium. The specific software involved in the information technology course is actually a "medium" on which teaching depends. Whether teaching language programming or teaching application software; Whether it is Widnwos95 or Windows2000, WORD97 or WPS2000, it is relatively backward or the most modern. As long as the above goals can be achieved through their teaching, we think the choice of these teaching contents is correct. Of course, it is impossible for backward hardware to choose advanced software systems, and it is really impossible to compare with modern software in terms of information technology penetration. However, as long as we emphasize similarity, focus on development and take software learning as the medium rather than the ultimate goal, information technology education in backward environment can also cultivate information literacy and information ability. We summarize it as the guiding ideology of "from WPS, higher than WPS". Choosing backward software for computer teaching is "misleading children", which will not only lead to the long-term failure of information technology education in many areas, but also the teaching content will inevitably lag behind the development of technology even in advanced areas. From the perspective of pure "instrumental theory", not only the teaching content of backward schools has the feeling of "misleading children", but advanced schools may also have the suspicion of "misleading children". Therefore, the guiding ideology of information technology education in primary and secondary schools cannot be simply summarized by "instrumental theory". 2. There has been disagreement on whether it is necessary to set up an independent information technology discipline for the existence of information technology courses. There are three views that there is no need to form a subject independently: first, I think that computers are a tool, which will be as popular as household appliances, so they will be as easy to learn and use as household appliances, and they will learn without teaching. Secondly, I think many people have been able to learn computers without teachers, so computers can learn by themselves. Thirdly, it is considered that computer learning can be fully integrated into CAI activities, and CAI can replace information technology teaching. Through long-term observation and analysis, we think it is very necessary for information technology teaching in primary and secondary schools to form a subject independently. There is nothing wrong with using computers as tools, but many people simplify them. They think that with the development of information technology, computers will become more "stupid". They ignore the openness and strong creativity of various tools and application software of computer information system; Ignoring the contradiction between "stupidity" and "openness and creation", it is difficult to reconcile; Ignoring the profound influence and change of modern information technology on human society and culture; Ignoring the influence and transformation of modern information environment on human thinking mode and work habits. These influences have exceeded the functions of general tools used by human beings. In fact, modern information technology is forming its own new cultural atmosphere. In such a cultural atmosphere, people's sensitivity, adaptability, control, discrimination and the ability to build their own knowledge system will achieve remarkable results if they are cultivated in a more systematic and scientific environment. Otherwise, self-study is not only very time-consuming, but also will widen the information skill gap between adults. We see that there are indeed many computer addicts who have mastered computers without teachers. However, we must also see that the reason why they can learn computers well is that they are obsessed with computers, so they are willing to pay unbearable energy and cost when learning computers. On the contrary, we should also see that many people have poor adaptability and sensitivity to the computer environment; It is not uncommon for people who have not learned to use computers to spend a lot of money to be eliminated. It should be noted that people's sensitivity and adaptability in the information environment are very different. If more people want to master information technology in a short time, they must pass scientific and formal training. Although some contents of information technology teaching can be integrated into CAI activities, only interactive CAI activities can effectively integrate information skills, which requires the use of a large number of computer equipment and corresponding software. In many classes and disciplines, a large number of computers are needed to carry out interactive CAI activities, which is unbearable for ordinary schools. Moreover, in CAI activities, the first task that a teacher considers is the teaching and training task of the subject, rather than infiltrating information technology knowledge, which is just his "by-product". It is difficult to form its own system for information technology skills training involved in CAI activities, while information technology teaching has its own laws and systems. In fact, the computer operation in CAI activities can only be used as a supplement, consolidation and continuation of the application of information technology curriculum operation. We should also see that a large number of Windows-based application software, although "fragmented", have many concepts, functions and operations that are consistent or similar, and a lot of information and resources among the software can be shared or exchanged. It is the in-depth training of information skills to establish * * * knowledge, understand * * * sexual relationship and be familiar with * * * sexual operation between software; Mastering the utilization and transmission of information and resources is the basic ability to transcend time and space thinking in modern information environment and the core content of cultivating students' information literacy at a higher level. The formation of these skills and thinking methods has surpassed the mastery of a specific software skill. These skills and thinking methods can be applied in open CAI activities, but it is difficult to cultivate them in CAI activities that lack systematic training. Teachers who fully understand the teaching content of information technology must carry out teaching and training in a planned way, so as to avoid detours and improve efficiency. Therefore, we believe that information technology education in primary and secondary schools should take the form of independent subjects, supplemented by CAI activities that integrate information technology skills. 3. Examination-oriented education is difficult to promote information technology education. It is unrealistic and wrong to pin the development of information technology on the conventional exam-oriented education. Because the content of information technology teaching in primary and secondary schools is not the study of systematic computer theory, but the study of application software, it is mainly to assess the level of students using software to complete tasks. If we use the conventional method to take the exam, we will produce a large number of students with high scores and low abilities, and we can only lead this new subject into a dead end and become another victim of exam-oriented education. The most important foundation of routine unified examination is unified teaching content and fair examination environment. However, due to the rapid development of information technology and the great difference in school equipment, it is difficult to achieve the unification of teaching content, examination content and fair examination environment, so it is unrealistic to just pin the life of information technology education on the unified examination. To make information technology education gain new vitality, we must carry out our own reform. Thirdly, analyze the characteristics of information technology and study the teaching reform of information technology. Besides some objective reasons, we should also analyze our own reasons. There are great differences between information technology teaching and traditional disciplines in many aspects, but for a long time, we have basically followed the teaching methods and evaluation system of traditional disciplines. 1, the difference between information technology teaching and other disciplines There are two very different places between information technology teaching and traditional discipline teaching. The first is the different sources of teaching content; The second is the dependence on the teaching environment. These two differences must attract our full attention. Textbooks of traditional subjects (such as mathematics, physics, chemistry, etc.). ) is the most basic, relatively stable and mature knowledge system summarized by human beings for a long time, combined with students' cognitive characteristics, screened, combined and compiled by educational experts. These textbooks are specially designed for teaching, and the traditional teaching methods are basically "tacit understanding" with these textbooks. Therefore, traditional teaching methods can meet the needs of general teaching even without reform. However, the teaching content of information technology in primary and secondary schools is directly taken from various operating systems and application software being used in social production and activities. These softwares are not designed for teaching activities, but for the practical needs of society. The guiding ideology of their production is easy to learn and easy to use, rather than "teaching well". The so-called "teaching material" of information technology discipline is actually to select software functions and related concepts according to readers' level, combine them in the ideal way of traditional teaching, and compile examples suitable for readers. These textbooks are actually the "products" of software reference books. In traditional disciplines, once the textbooks are finalized, the teaching process and teaching order are basically controllable, so it can be said that the textbooks have a strong control over teaching. However, information technology textbooks lack this control function, because information technology also depends on an important factor-software and hardware environment. The textbook is "linear" (with album number and page number order), while the software is completely open, and the user's entry point in the software is very random. When compiling a textbook, we can decide at will which content is included in the textbook and which content is not included in the textbook, but once we enter the computer environment, all the control rights are lost. According to our own ideals, we can write three different levels of word teaching materials, primary school, junior high school and senior high school. But we don't have three different levels of WORD97 software. Once you enter the real WORD software environment, everything is equal. We have no reason to stop primary school students from trying buttons and menus that are not mentioned in textbooks. Facing the open information environment, we can't and shouldn't prevent students from exploring things other than textbooks. On the contrary, correctly guiding students to construct their own knowledge and ability through exploration is the deeper educational significance of modern information technology courses. We should realize that the application software teaching is not very dependent on the teaching materials, and the information technology teaching reform cannot be based on only a good teaching material. The teaching reform of information technology is more urgent than other disciplines. It must pay attention to its own characteristics, completely get rid of the traditional teaching guiding ideology and methods, change teachers' role consciousness, and form a teaching method and evaluation system suitable for the characteristics of information technology. 2. The role of teachers in information technology teaching The main content of information technology teaching in primary and secondary schools is not systematic computer theoretical knowledge, but training activities with the main purpose of building information literacy. The specific teaching and training media is the study of various application software. This kind of teaching activity not only contains certain culture, but also has strong technology. Because information technology teaching is less dependent on teaching materials, coupled with the gradual popularization of home computers, it is normal for students to be stumped by teachers for "self-study". Therefore, computer teachers should take the lead in changing the role concept, truly break the old role concept of "preaching, teaching and solving doubts", and change from knowledge disseminators to learning guides and even become students' learning partners. The speed of software updating involved in information technology courses is incomparable to the teaching content of any subject. Faced with all kinds of software, it is impossible and unnecessary for a teacher to become a master of all software. The value and work of teachers should be reflected in two aspects. Construct teaching environment, guide students to carry out experiments, guide students to analyze experiments, find problems and laws, and explore the functions of unknown areas of software. Construct rich tasks and environments, organize discussion and analysis of tasks, analyze the phenomena in the process of task realization, and let students build their own abilities. 3. From "teaching" to "learning", in the period of computer language teaching, programming teaching has been close to the traditional mathematics teaching method, and the conventional teaching method is basically competent. With the transition to application software teaching, great changes have taken place. The problem often studied in the teaching of applied software is to learn some functions and concepts of software, and to work out a better operation sequence for a specific "task" in order to achieve the purpose of completing the task. This operation sequence can be taught by teachers to students, and can also guide students to explore and discover by themselves. In other words, teachers can "teach" directly and students can "learn" directly. One of the biggest characteristics of modern information technology environment is the "virtual" environment, in which students can boldly experiment or even "travel", sum up experience and learn skills. Many computer addicts travel in this way. It can be said that only information technology can provide people with such a free learning environment. Through long-term practice, we feel that computer skills are not so much "taught" as "learned". It is more appropriate to regard the computer as a learning environment than a teaching environment. Therefore, I think information technology teaching should change from "teaching" to "learning" as soon as possible. The basic idea of "learning as the center" should be based on the idea of "constructivism". Constructivism holds that knowledge is not acquired by teachers, but by learners with the help of others (teachers, learning partners, etc.) in certain situations. ), using the necessary learning resources, through the way of meaning construction. In information technology teaching, constructivism can be implemented and embodied better than other disciplines. The main content of information technology teaching in primary and secondary schools is not systematic computer theoretical knowledge, but training activities with the main purpose of constructing information literacy. The specific teaching and training media is the study of various application software. This kind of teaching activity contains strong technical and skill training requirements. A lot of information technology can be understood without saying it. Modern application software system is huge, so it is impossible for teachers to explain it everywhere. More important is the ability to work and learn creatively in an open software environment. In information technology teaching activities, students should not only master the application skills of software through exploration, but also change their cognitive structure at any time to meet the needs of learning new content. Every single function of software can be taught by traditional methods, but the application ability needs to be built by practice. The "learning-oriented" teaching activities in information technology teaching must be based on rich teaching environment and teaching resources. In this teaching environment, teachers' main skills should be manifested in the design of environmental construction and resource utilization, not just in the level of teaching explanation and performance ability. "Learning" teaching must be based on rich "tasks". The learning process of software should run through the completion of tasks, not just functional learning. Tasks should be used to promote learning and throughout learning. In the learning process, students not only master the corresponding functions of the software, but more importantly, build the skills to complete the task. The skill of using software depends on technology and may be eliminated, but the ability built in task activities is beyond the computer and will not be eliminated. In the "learning-oriented" teaching activities, we should fully consider the learning situation of students at different levels, and through the exchange activities between students, let students at different levels achieve the effect of meaning construction, thus avoiding the difficulty of finding a "zero" starting point for teaching to some extent. "Learning-based" teaching activities should be an interactive and random process. According to the actual situation, teachers should fully build an interactive environment between teachers and students, so that more people can get the opportunity to construct meaning, instead of sticking to the pre-established teaching plan and controlling the classroom situation. 4. Research and form a set of evaluation system suitable for information technology teaching. Although information technology education has been carried out for many years, when evaluating information technology classroom teaching, the methods and projects used in traditional subject teaching are basically copied. Although there are contents suitable for information technology teaching in the traditional evaluation system, many important factors in information technology teaching are difficult to incorporate, and these factors often occupy a very heavy proportion in information technology teaching. To study and form the evaluation system of information technology courses, we should also change our concepts and fully consider the characteristics and deep significance of information technology teaching. A positive evaluation system should promote the reform of information technology teaching, otherwise it will stifle the reform of this new discipline. In my opinion, information technology classroom evaluation should pay special attention to the following issues. 5. Strengthen the construction of educational resources and realize information sharing. The development and application of information resources is the basic work of information technology education. It is necessary to establish county-level information technology education centers and encourage schools to build campus networks on the basis of providing information resources for schools within the county. A small number of primary and secondary schools without Internet access can solve the problem of * * * enjoying educational resources by equipping them with multimedia teaching equipment and changing educational and teaching resources regularly. It is also necessary to strengthen the construction of county information technology education resource library, encourage teachers to make teaching courseware with local characteristics in combination with teaching practice, and communicate through the resource library, which not only saves time and effort, but also avoids repeated construction, realizes the enjoyment of * * *, and makes rural information technology education more operable. Information technology education in rural primary and secondary schools faces many challenges. Only by understanding its present situation and solving it according to local conditions can we promote the process of rural information technology education. The research of information technology education is inseparable from the development of information technology. We must always pay attention to its development and study its guiding ideology and teaching methods. Information technology is a new discipline. To ensure the healthy development of this new discipline, we must first carry out reform.