First, to create an information-based teaching environment
Creating an information-based teaching environment is the basic content of the deep integration of information technology and subject teaching. The so-called information-based teaching environment refers to the teaching environment that can support the requirements of real situation creation, inspiring thinking, information acquisition, resource sharing, multi-interaction, independent inquiry, collaborative learning, etc.-that is, the teaching environment that can support the following new teaching and learning methods.
Second, the realization of new teaching methods
Realize a new type of teaching and learning characterized by "autonomy, cooperation and inquiry". Mode is the specific goal of the deep integration of information technology and subject teaching. With new teaching and learning methods, the guidance of correct educational ideas and the support of relevant teaching resources, it is possible to achieve the ultimate goal of deep integration of information technology and subject teaching.
Third, change the traditional classroom teaching structure.
The ultimate goal of "deep integration of information technology and subject teaching" is to change the traditional classroom teaching structure: the traditional teacher-centered teaching structure is changed into a "leading-subject combination" teaching structure that not only gives full play to the leading role of teachers, but also highlights the students' dominant position.
We should deeply understand the specific content of classroom teaching structure reform. The reform of teaching structure is not abstract and empty. It should be reflected in the transformation of the position and function of the above four elements in the classroom teaching system, that is, teachers should change from the master and agitator of classroom teaching to the organizer and instructor of classroom teaching; Helper and promoter of students' construction meaning, and cultivator of students' good sentiment; Students should change from the object of knowledge indoctrination and the passive receiver of external stimuli to the subject of information processing, the active constructor of knowledge meaning, and the subject of emotional experience and training; The teaching content should change from relying on only one textbook to teaching materials and rich information teaching resources (such as subject websites, resource libraries, cases, CDs, etc.). ); Teaching media should be transformed from an intuitive teaching tool that only helps teachers break through key and difficult points to a tool that not only assists teaching, but also promotes students' autonomous learning, cognitive tools, collaborative communication tools and emotional experience and internalization tools.
In order to truly implement the above changes in the classroom teaching structure (that is, the changes in the status and functions of the four elements of the classroom teaching system), it is only possible for teachers to design and implement relevant teaching models in classroom teaching; Therefore, different disciplines should adopt innovative "teaching mode" that meets the requirements of classroom teaching structure reform. For example, the "teaching mode" of mathematics can meet the requirements of classroom teaching structure reform. If divided from the teaching links included in the teaching process, it can be considered as a "teacher-led inquiry" model composed of five links, and its implementation essentials are as follows:
(1) Creating situations: Teachers create real situations closely related to current learning topics, thus stimulating students' interest in learning and attracting the whole class's attention to current learning topics.
(2) Inspirational thinking: Teachers ask questions that are closely related to the current learning theme and can arouse students' deep thinking (these questions can be the embodiment of new knowledge, and can also be used to expand and transmit current knowledge).
(3) Independent (or group) inquiry: Students use cognitive tools to conduct independent (or group) inquiry on teachers' questions (different disciplines use different types of cognitive tools; The content of the query can be new knowledge or expanded and migrated knowledge)
(4) Cooperation and communication: cooperation and communication between groups or the whole class; The content of collaborative communication can be new knowledge, or expanded and migrated knowledge)
⑤ Summary and promotion: On the basis of individual summary and group summary, teachers supplement and sublimate; Make students' understanding rise from perceptual to rational, from shallow cognition to deep cognition.
After careful analysis of the above innovative teaching modes, it is not difficult to see that although the specific links and operating methods are different, they all pay great attention to and try to change the status and role of the four elements of the classroom teaching system (teachers, students, teaching content and teaching media), that is, strive to achieve a fundamental change in the classroom teaching structure. In fact, this "leap-forward development" innovative experiment can greatly improve the quality of basic education (even if information technology really has a "revolutionary impact" on educational development), which is realized by fundamentally changing the traditional classroom teaching structure under the guidance of information teaching innovation theory.