I don't know if it's right, just for reference: the implementation plan of "Research on the Development and Application of Network Curriculum Resources in Primary and Secondary Schools" 1. In recent years, information technology education in our province has made great progress, and most areas have achieved "school-to-school communication" or even "class-to-class communication". Some schools are equipped with multimedia projection teaching equipment, and information technology has been widely used in teaching of various subjects. However, according to the survey, due to the lack of high-quality online course resources that can be updated in time and match the new curriculum, teachers often mainly use self-developed resources in the classroom. This development model, because schools and teachers are in an independent state, most of the resources developed are long-term, high-cost, low-quality and poor in effect, which seriously affects teachers' enthusiasm for using information technology. At present, the lack of high-quality online course resources is still the key factor restricting the informationization of school education, which in turn affects the in-depth development of the whole information technology education. How to provide teachers with high-quality online course resources that can be updated immediately is an urgent problem to be studied and solved. (A) the development of online curriculum resources in primary and secondary schools is the need of the development of information technology education in primary and secondary schools in this province. Up to now, there are 82 12 16 computers, 8,762 online schools, 6,049 schools with rich teaching resources, 4 123 campus networks and 5,429 online classrooms in the province. 16 cities have established metropolitan areas, and 1 19 counties and cities have established county-level metropolitan areas. It can be seen that primary and secondary schools in our province have invested a lot of equipment in network construction and quickly equipped it, but the network course resources are relatively scarce, which obviously can't keep up with the needs of the development of information technology education in primary and secondary schools. Therefore, the development of information technology education in primary and secondary schools in our province urgently needs network curriculum resources. (B) Most of the network resources products developed by merchants cannot be directly used for teaching. Although the finished product resources of manufacturers are diverse in form, variety and function, the quality is uneven and it is not convenient to use. There is a certain distance between the products developed by manufacturers and the teaching needs of teachers. The content of the manufacturer's finished product resource database lags behind the new curriculum standard textbook, and lacks the updating mechanism, which cannot meet the teaching needs. In particular, manufacturers often have their own management platforms, fearing that the resources they develop will be copied, which makes it difficult for primary and secondary schools to enjoy a wide range of resources. Therefore, primary and secondary schools in our province urgently need high-quality, interactive and interesting online curriculum resources that meet the new curriculum standards. The Tenth Five-Year Plan provides successful experience for the development of online curriculum resources in primary and secondary schools. During the Tenth Five-Year Plan period, we successfully undertook and completed the national project "Research on the Development and Application of New Curriculum Standard Network Resources", and organized 2 18 primary and secondary schools in the province to develop and apply the network curriculum resources of seven subjects: primary Chinese, mathematics, science, foreign languages and junior Chinese, mathematics and foreign languages. Finally, * * * developed 497 lesson units of online course resources. This topic makes the online course resources developed between experimental schools achieve the purpose of * * * building * * *, enriching and optimizing the online course resources. Therefore, the "Eleventh Five-Year Plan" research should learn from the successful experience of "developing online curriculum resources in primary and secondary schools" in the "Tenth Five-Year Plan" research, continue to do this research well, and further strengthen the research on the development and application of online curriculum resources in primary and secondary schools. Second, the purpose of the study (1) is to develop and construct systematic online course resources used by primary and secondary school teachers in classroom teaching. The online curriculum resources of primary and secondary schools mainly use subject research, so that subject research teachers can develop online courses for teachers' classroom teaching according to the new curriculum requirements and existing finished material resources, which are divided into two parts: 1. Subject network curriculum resources: According to the new curriculum standards and the new concept of curriculum reform, taking the textbooks published by People's Education Publishing House of the new curriculum standards as reference, the online curriculum suitable for teachers' classroom teaching is developed according to the subject design, and a systematic subject network curriculum resource is formed. Subject network curriculum resources are mainly used by teachers in classroom teaching, so it is necessary to develop and design based on teachers' teaching process. 2. Research-based learning thematic resources: mainly in the comprehensive practical activity course offered by the new curriculum reform, the thematic resources designed and developed for research-based learning by using network resources. It organizes learning resources according to research topics, designs learning strategies, and forms research-based learning thematic resources for students to study independently or cooperatively. (2) Research and discuss the new mode and law of online course resource teaching in primary and secondary schools. Based on the principles of study and discussion, development and design, teaching application and revision, we will carry out practical and empirical research on the design and application of online curriculum resources, explore new modes and laws of classroom teaching by using online curriculum resources in primary and secondary schools, and carry out applied research on the combination of online curriculum resources development and school-based curriculum construction; This paper discusses the role of network curriculum resources in primary and secondary schools in cultivating outstanding talents with innovative spirit and practical ability. On this basis, the author puts forward some suggestions on the utilization of online curriculum resources in primary and secondary schools. (3) Establish a new mechanism for curriculum resources development, fully mobilize and give full play to the positive forces of experts in institutions of higher learning, primary and secondary school teachers, audio-visual education systems, enterprises and institutions, and form a new mechanism for resource development and research with "extensive participation, close cooperation, harmonious development and benefit for all parties". The teachers, experts and technicians in the front line of * * * teaching in the curriculum reform jointly design, jointly develop, unify the platform, update at any time, and enjoy * * * * *, so as to promote the comprehensive promotion of curriculum resources construction in theory, application, technical support, organization and management, and build a systematic and holistic advantage in research work. Three. Research Content The main content of the research on the development and application of online curriculum resources in primary and secondary schools is to develop online curriculum resources in primary and secondary schools according to the new curriculum standards and the written textbooks published by People's Education Publishing House in nine disciplines: primary Chinese, mathematics, English, science and junior Chinese, English, biology, history and geography, and to provide guidance and suggestions for their use. Four. Theoretical basis of the research (I) The theory of new curriculum reform is an important guiding theory of this study, and it is also the guiding ideology of developing online curriculum resources in primary and secondary schools. To develop online curriculum resources in primary and secondary schools, we should pay special attention to the following new ideas: (1) online curriculum resources should guide students to change their learning methods; Emphasize the connection with real life; Reflect the physical and mental characteristics of students; Reflect knowledge and skills, process and method, emotional attitude and values in the arrangement of theme and content; It should reflect the balance, comprehensiveness and selectivity of the curriculum structure; From simply paying attention to imparting knowledge to guiding students to learn to learn, learn to cooperate, learn to survive and learn to be a man, and pay attention to students' "all-round" development. (II) Theories of Modern Teaching and Learning The development of online curriculum resources in primary and secondary schools must be based on various theories of modern teaching and learning, such as humanism theory, metacognition theory, multiple intelligences theory, constructivism theory, discovery learning theory, advance organizer theory, learning condition theory, mastery learning theory, information processing theory, suggestion teaching theory, etc. And there are many advanced teaching modes and methods. These theories and methods explain different teaching and learning phenomena in the teaching process from different angles. We should use these advanced teaching theories to guide the development and research of online curriculum resources in primary and secondary schools. V. Research Methods The methods used in this experiment are mainly action research, literature review, experience summary, case study, experiment and other research methods. The schools participating in this study will unify the research planning, work together and develop, and make comprehensive evaluation and revision in the application. (1) Unified research plan: The participating schools in the province set up research groups according to disciplines. According to the division of labor and requirements of the general research group, the project research group formulates the research plan of the project network course, regularly focuses on discussion and exchange activities, learns from each other and discusses with each other, and constantly improves the development and design level of the resource library. At the same time, through discussion and exchange, we can further unify our thinking, make clear our goals, and have a clear goal at any time on the content, form, development method, format standard, technical specification, evaluation system and progress requirements of the subject research-namely, the construction of subject network curriculum resources and research-based learning topic resources. (2) Division of labor and collaborative development: The research group of the project should specifically agree on the development content according to its own research plan, and implement the development tasks in a division of labor to avoid repeated development. At the same time, we should cooperate with each other, communicate in time, unify the progress and improve together. Develop and design while studying and discussing; Teaching application, modification and improvement. (3) Comprehensive evaluation: On the basis of application effect research, organize relevant experts to comprehensively evaluate online course resources, sum up experience, find problems and find out deficiencies. (4) Processing, modifying and perfecting: on the basis of evaluation, the subject network resources are processed and modified, and then the development and application research are carried out to form a system of * * * construction and * * * sharing, and gradually improve the construction of subject network curriculum resources in primary and secondary schools. Technical specification and related requirements of intransitive verb network course resources construction 1, technical reference standard for project research In order to ensure the quality of project research, all project research schools are required to make network course resources according to the requirements of Technical Specification for Educational Resources Construction, Technical Specification for Modern Distance Education (related part of teaching resources) V 1.0 and Application Specification for Metadata of Basic Education Teaching Resources formulated by the Ministry of Education. It is completely based on the Web platform and adopts HTML format, which can be accessed and browsed by IE browser. We should make full use of computer multimedia technology, hypertext technology, hyperlink and embedding technology, as well as interaction, navigation and evaluation to solve specific problems in teaching. 2. Content requirements of online course resources. (1), systematic requirement: the designed online course should be self-contained and used independently. The so-called self-contained system means that the online course of a grade subject should cover all the content fields involved in the text textbook, and there should be no omissions; The so-called independent use means that the design of online courses should be based on each chapter, aiming at each lesson and even each knowledge point, and design an online course suitable for teaching needs, which can be used independently for teaching. (2) Functional requirements: In the teaching process, the developed online course should play an important role in the following five aspects: First, it is used to assist teachers in teaching, focusing on demonstrating and expressing knowledge to students, breaking through key points and difficulties, and assisting teachers in imparting knowledge; The second is to assist students in learning, focusing on helping students consolidate knowledge, inducing students to think positively and helping students discover and explore knowledge; The third is to provide reference materials, focusing on providing relevant reference materials for teachers to prepare lessons and students to learn; Fourth, it is used to expand students' interests, focusing on helping students develop hobbies, broaden their knowledge and form their personality. Fifth, it can be evaluated immediately, focusing on the evaluation of learners' learning effect and immediate feedback. (3) Educational requirements: The integrated resources should play a positive role in promoting students' physical and mental development, conform to the syllabus and curriculum standards, and help stimulate students' learning motivation and improve their interest in learning. (4) Scientific requirements: First, the integration of resources should be objective and scientific, and the knowledge provided by resources should be systematic and organized to provide relevant reference for daily teaching activities. Second, words should be used accurately, writing should be fluent, conform to the internal logical system of knowledge and students' cognitive structure, and there should be no typos and ambiguous scientific errors. 3. Requirements of the specification for making online course resources. (1) The home page of each online course resource produced by each experimental school must indicate the subject and user corresponding to the text textbook. (2) The content of each online course resource should include the following parts: teaching objectives, teaching contents, teaching resources, reference materials, exercises, etc. (3) The vocabulary of curriculum resources must be strictly in accordance with the requirements of the national language application standards. Chinese characters in text materials are stored in Gb code, and English letters and symbols are stored in ASCⅱⅱ II code. For junior online course resources, the font must be regular script. The writing and marking of pinyin should meet the requirements of the national standard "Basic Rules of Chinese Pinyin Orthography". (4) Network resources must be used, and the operation and special technical requirements of resources are introduced in detail. The navigation of network resources should be clear and broadly representative. Don't choose navigation bar with vague meaning and unclear logo. Resource links should be in hypertext format to avoid repeated page turning. (5) Network resources must run independently, and must contain all kinds of plug-ins required by the running environment. Network resources should provide relevant materials (words, pictures, animations, videos) for research study as much as possible. (6) The presentation of network resources should pay attention to interactive design, try to avoid a single pure display content, and pay attention to inspiring students' thinking and ability training. (7) The selection of network resources should be representative, the written expression should be scientific and clear, and the application of animation should be reasonable, so as to avoid purely expressive pictures or animations unrelated to the teaching content. (8) The design of network resources should be artistic, the color matching should be standardized and reasonable, and the graphic layout should be concise and lively. (9) The main learning contents involved in network resources should be comprehensively, accurately and completely reflected in the page, and online links to other websites (except some extended contents) are not allowed in the form of hyperlinks. Because this topic is resource construction, which is different from the popular webquest teaching form. It is based on the existing network resources, and we are building curriculum resources. In view of the above requirements, the subject expert group will provide electronic manuscript templates for experimental schools, which will be distributed separately at that time. Eight, the project experiment schedule (a), the preparatory stage in the second half of 2006 set up a general research group and expert guidance group, organized around the city to submit sub-project schools to participate in this study as required; Review the project declaration and evaluation book and project implementation plan of each sub-project school; Organize training courses on subject research; Hold an opening meeting. (2) In the implementation stage, in March 2007, the development and application research tasks of network curriculum resources of specific disciplines in various sub-project schools were assigned. From June 5438+February, 2007 to June 5438+1October, 2008, the research achievements of this year were reviewed and accepted, and a research achievement exchange meeting was held, which promoted the achievements of this stage. Schools that pass the evaluation at this stage will continue to participate in the next stage of the experiment. In March 2008, each sub-project school was assigned a new research task, that is, developing and applying network curriculum resources of specific disciplines. From February 2008 to February 2009, the research results of this year were reviewed and accepted, and the experience exchange meeting of research results was held, which promoted the achievements of this stage. Schools that fail to pass the evaluation at this stage will no longer participate in the next stage of the experiment. In March 2009, each sub-project school was assigned the task of developing and applying the network curriculum resources of specific disciplines in the new year. From February to October, 2009, the research results of this year were reviewed and accepted. (III) Summary stage: from March to April, 20 10, summarize the projects of each sub-project school, identify and accept the experimental data, experimental materials, experimental papers, summary reports, online courses and other experimental results of each project experimental school, and write a conclusion report. The general research group collated the conclusions. All localities and experimental schools should arrange the experimental work and problem-solving work of their own units in time according to the above progress, and units that fail to provide the above problem-solving materials in time will not be closed. During the experiment, in order to meet the needs of the development and research of online curriculum resources in primary and secondary schools, we regularly organize research papers on the application of online curriculum resources and the selection of excellent courses, recommend and publish excellent papers, promote excellent experimental results in time, and promote in-depth research of the subject. For the excellent online course resources that have been evaluated by the expert group and have promotional value, a copyright buyout agreement will be signed with the school for purchase. Nine, the project application requirements have national modern educational technology experimental schools, Shandong modern educational technology demonstration schools, municipal modern educational technology demonstration schools and scientific research units that have undertaken such projects and achieved excellent results during the Tenth Five-Year Plan period can be declared. The person in charge is the project leader of the subproject. Nine. Organizational Guarantee In order to ensure the smooth progress of experimental work and the quality of research results, the development and research of "network curriculum resources for primary and secondary schools" will organize outstanding teachers from all over the province to participate, give full play to and mobilize the role and enthusiasm of famous teachers in developing network curriculum resources for primary and secondary schools, thus integrating the advanced teaching concepts and teaching experiences of famous teachers into the developed network curriculum resources for primary and secondary schools, and concentrating the team of famous teachers in the province to develop new resources in a large area to guide the application of front-line teachers. Audio-visual education centers and stations in cities and counties should actively participate in research work. The specific measures and requirements are as follows: 1. The provincial research group is the general research group, and a research group composed of several experts is established. In addition, research groups with backbone teachers have been set up in various disciplines, and each group has an expert who is responsible for the division of labor and specific guidance. 2. The research group shall set up an office, and a special person shall be responsible for the daily work of the research and coordinate all problems in the research process. The office is located in Shandong Audio-visual Education Center. 3. Cities, counties and cities should take the experimental work of this topic as an important part of their daily work, and each unit has at least one researcher who is specifically responsible for the coordination and guidance of this topic. 4. Each experimental school shall set up an experimental leading group and an experimental research group, and the experimental leading group shall be headed by the principal. 5. The research group of the project experimental school should be composed of key teachers of related disciplines, information technology teachers, art teachers, music teachers and other personnel, headed by the school leaders in charge of teaching. 6, the provincial expert group to guide the research work at any time, and organize exchange activities. 7. Experimental schools must implement relevant scientific research policies, and the work of experimental teachers should be included in the workload, and corresponding incentive policies should be formulated. 8. Each experimental school should ensure that the experimental teachers who undertake the project are relatively stable during the experiment. 9. During the experiment, if the main members of the research group (school principals) are transferred, they can apply to the provincial research group for project establishment after arriving at the new school. The new principal of the original experimental school can apply to become a member of the research group and continue to be responsible for the research of the school. 10. The funds needed for the sub-project research are solved by the sub-project schools themselves, and the reserved part of the audio-visual education fees collected by each experimental school is given priority for the experiment of this project to ensure the smooth progress of the experiment.