I. Teaching objectives and main tasks of information technology education in primary and secondary schools
Information technology broadens people's access to information, greatly enriches information resources, provides a stage for personalized, autonomous and interactive learning, makes learning lively, lively and active, and realizes the concept of lifelong education and learning society. Information technology is not only a means to help teachers impart knowledge, but also a handy teaching medium to serve their subject teaching, and a tool to improve the efficiency of education and teaching activities and better implement quality education. For students, information technology is a cognitive tool to learn knowledge and improve skills. The measure to popularize information technology education in primary and secondary schools is to incorporate information technology courses into compulsory courses. The goal of information technology course is "to make students have the ability to obtain information, transmit information, process information and apply information through information technology course." Cultivate students' good information literacy, support lifelong learning and cooperative learning by means of information technology, and lay the necessary foundation for studying, working and living in the information society. "The main task of information technology courses in primary and secondary schools is to cultivate students' interest and understanding of information technology, so that students can understand and master the basic knowledge and skills of information technology, and understand the profound impact of the development and application of information technology on human daily life and science and technology. "
Second, the teaching focus of information technology education in primary and secondary schools
I think so, too. The predecessor of information technology is computer teaching. I think the transition from computer to information technology is a breakthrough and leap. From stand-alone to online to network, the goal of information technology course will inevitably change and develop, that is, from "computer culture theory" to "computer tool theory" and now to "information literacy", which is precisely the continuous improvement of human understanding with the development and progress of society. For our students in the 2 1 century, the basic "information literacy" should include:
1. Ability to obtain information. I can actively and purposefully look for information according to my own learning requirements, and I can collect the required information through various media, such as the Internet, books, newspapers and television. , or through my own investigation and visit.
2. The ability of information analysis. Be able to screen and identify the information you need, judge its credibility, and then classify the information that is considered true and useful.
3. The ability of information processing. Integrate similar information obtained from different channels, combine your own original knowledge, reorganize storage, and pass it on to others concisely and clearly.
4. Information innovation ability. In information processing, through the thinking activities of induction, synthesis, abstraction and association, we can find out the clues of relevance and regularity, and we can also analyze the root of things from superficial phenomena and get innovative information.
5. Ability to use information. Use the information you have, use information technology or other means to analyze and solve various practical problems in life and study.
6. Cooperation consciousness and information exchange ability. I can expand my communication scope through the network and other platforms, face the world, broaden my horizons, and use information technology to strengthen contact and cooperation with others.
Third, the ways and means of curriculum integration
Curriculum integration should be divided into several steps.
The first step, information technology course, takes information technology as the research object. As a specialized subject, the information technology course mainly studies the basic skills of information technology and the use of basic tools.
However, the information technology course is not only to learn information technology itself, but also to cultivate students' habit and ability to solve problems by using information technology. Therefore, according to the concept of curriculum integration, information technology should be integrated into practical tasks as a learning tool. For example, the study of Microsoft Word word processing can be taught by completing a class in the form of tabloids. The study of Microsoft access database management system can be taught by completing the address book. Because we all know that the knowledge in life is much richer and more exciting than that in textbooks, and students like to be close to life, which can be said to get twice the result with half the effort.
The second step is to integrate with other disciplines and use information technology as a teaching tool. Students use information technology to study under the organization of teachers, and information technology is entirely for the teaching of other disciplines.
At present, there is a common phenomenon in the teaching of information courses in primary and secondary schools. Good students think that taking information class is delaying their study time, while almost all students think that information class is a rest class and a fun class. Therefore, it is difficult to improve students' interest in learning, let alone autonomous learning. In view of this phenomenon, I do this in senior high school information teaching. First of all, I analyze and process the teaching materials according to the teaching objectives, and decide what teaching content to present in what form, and present it to students in the form of courseware or web pages. For example, today's students demand more extensive knowledge, but they can't meet their requirements from textbooks. In terms of language, it goes without saying that the author's life, the historical background of writing and the artistic conception of the article can be expressed in the form of multimedia. In mathematics, through the intuitive games of lines, surfaces and figures, students' understanding of geometry is deepened, and the thinking of solving problems is broadened, and boring mathematics comes alive. Not to mention other courses. ...
I will take an information class I attended as an example to talk about my experience in integration.
The lesson I am talking about is to use search engines to find information on the Internet. This course is based on students mastering the basic knowledge of the Internet, having a perceptual knowledge of the Internet, being able to quickly search for relevant information and making simple web pages. Considering that most students use search engines to find information, I will focus on how to apply the information found in this lesson to their daily study, in order to make students form a good habit of autonomous learning, and use network information technology as an auxiliary learning tool to integrate information technology with subject courses from this aspect. The Information Technology Curriculum Syllabus clearly points out that the teaching of knowledge and skills should focus on completing typical tasks, and establishes the teaching principle of "task-driven". This principle highlights the idea of "learning by doing" and combines students' autonomous learning with the completion of tasks.
According to the students' progress in various disciplines, some interesting contents related to the knowledge of various disciplines are selected purposefully, and several tasks are set for students to learn independently. The ultimate goal is to use information technology to complete tasks and expand its resource base. The specific practice is as follows.
1. Setting task: Search relevant information by using the knowledge you have learned and expand it into your own resource library. Language: about Mr Qian Zhongshu and Mr Jiang Yang; Physics: about the positioning of sonar; Chemistry: the role of metals in health; History: Evaluation of Chen Duxiu: Geography: Study of Yellow River Pollution.
2. Method of completion: Divide the students into several groups, each group has one or two high-level students, each member chooses a subject, reasonably uses what he has learned, searches the information on the Internet, downloads it, and finally the group members gather the information together and expand it into the resource database. When solving problems, each group can discuss and study with each other, so that students can actively cooperate and use the collective strength to complete the task.
3. Each group exchanges the results and comments on each other.
4. Teacher's summary comments: The students did a good job, and the content they found was novel and rich, which greatly expanded everyone's knowledge.
Knowledge capacity enriches the content of learning websites. Due to time, many students still have a lot of content that has not been added to their websites. Students can also use their spare time to find more relevant content and expand it into their own resource library.
In the process of organizing this information technology course, on the one hand, we should guide students according to their actual situation, on the other hand, we should put more energy into guiding students to carry out special research-based learning, and give them learning methods to integrate information technology with subject learning. Exercise and improve students' comprehensive ability in activities and cultivate students' creative independent discovery and exploration ability.
In the whole teaching process, students' subjectivity and individuality have been greatly reflected, and such a teaching atmosphere is very conducive to the cultivation of students' innovative spirit and problem-solving ability. Similarly, teachers play a leading role by integrating tasks, helping students learn in various forms and means, further mobilizing students' learning enthusiasm and driving students to learn independently. In this way, students can master the ideas and methods of applying information technology to solve problems from solving practical problems, and also encourage students to actively apply the information technology knowledge they have learned to practice.
The third step, research-oriented curriculum, takes information technology as a learning tool. As active learners, students acquire and exchange information with the help of information technology in a way similar to scientific research, and finally complete the research task in the form of computer works.
The integration task in general research courses is not the content in textbooks, but the extension after class, and even social realistic topics, such as environmental protection and tourism. Subject setting should consider students' cognitive ability and age characteristics and adopt the principle of step by step. Generally, life practice activities are the main activities in the lower grades of primary schools, social comprehensive topics in the upper grades of primary schools, subject comprehensive practice activities in junior high schools and comprehensive subjects in senior high schools.
Research-oriented courses go beyond the traditional framework of single-subject learning. According to students' different cognitive levels, it completes the course objectives in the form of themed activities on issues of interest to students in social life. Through the subjective, exploratory and creative problem-solving process, students organically combine multidisciplinary knowledge, knowledge and experience knowledge, in-class and out-of-class, school and society, and maximize the harmonious and unified development of students' body and mind.
Judging from the characteristics of research-oriented courses, it highlights the students' subjectivity and participation process. In the whole research process, from the formation of the research plan, the implementation of the plan to the completion of the final task, students are independent, while teachers only give students general guidance on the methods of selecting topics, collecting and analyzing materials.
This step of teaching will be more open and flexible, and will stimulate students' thirst for knowledge. I think this is what students lack now. It can be said that it can change the whole traditional education mode, which is the dream of students and teachers.
In a word, information technology curriculum integration, as a cognitive tool, will undoubtedly be the dominant curriculum learning mode in the information age, and will also become the main way of school education and teaching in the 2 1 century. Therefore, under the background of China's active promotion of educational modernization and informatization, it is of great practical significance to advocate and explore the teaching of integrating information technology with curriculum for developing students' "information literacy" and cultivating students' innovative spirit and practical ability.