What are the common problems in the integration of information technology and curriculum?

This paper lists the common problems (more than three) in the integration of information technology and curriculum, and puts forward the corresponding solutions. 1, students' subjectivity is not strong, but teachers are still dominant. Poor learning results show that preparing lessons is unscientific, and completing teaching objectives is our ultimate goal. The time of each class is fixed, and the task must be completed within a limited time. 3, grandstanding, deviating from the essence of teaching. In my opinion, one of the reasons is that the design of courseware is too fancy, paying attention to sensory appreciation, ignoring the teaching effect and feeling grandstanding. Another problem is that the guidance of the teacher is not very successful. Just like flying kites, they pay attention to flying, not receiving, so the teaching task is difficult to complete. Without the intervention of information technology, it is still more practical. Teaching lies in effect, not in performance. 4, can't abuse information technology The purpose of information technology and discipline integration is to better solve the problems that can't or are difficult to solve in traditional teaching, that is to say, not all classes are suitable for using information technology to assist classroom teaching. In teaching, some teachers rely too much on information technology, regardless of whether it is necessary to use information technology in teaching content and whether the timing of information technology is appropriate. Students spend too much time watching the screen and too little time exploring, reading and practicing independently. 5. You can't go it alone. In recent years, broadband and campus networks have been overwhelming. Faced with superior conditions, some people still don't know enough, and they still "don't take the sunshine road, just take the wooden bridge" and have a one-sided understanding of curriculum integration. They believe that the integration of information technology and disciplines is mostly the business of information technology teachers, because information technology teachers have unique conditions, but they don't know that "everyone paddles and sails" and needs it. 6. It is not only necessary to pay attention to the integration of information technology and disciplines in open classes and course evaluation, but also to achieve tangible results, which can not be done in a short time. Some teachers only think of integration when they ask for integrated classes and open classes, and still "wear new shoes and take the old road", without the superior conditions of using information technology, especially the old teachers, who think that they have not integrated for many years and have achieved good results. However, what they are advocating now is that students can learn independently. Using information technology as an auxiliary teaching tool can inject vitality into teaching, solve some teaching difficulties that have puzzled teachers for a long time, and improve certain teaching effects in teaching. 7. Blind dependence on information technology Some teachers have found a "good" website, which provides many comprehensive technical courses and related resources. According to my own needs, I found and downloaded a worksheet of curriculum design and integration technology. There are two technical integration activities in the work of this unit: finding and listing the relevant knowledge information websites; 8, do not pay attention to practical results, grandstanding Some teachers believe that the more advanced the technical software used, the more advanced the teaching can be; The more novel the teaching courseware is, the more pictures, animations and audio are used, and the more it can reflect the role of information technology. In other words, some teachers think that the more technical means used in teaching, the more it can reflect the integration of information technology and curriculum. Under this misunderstanding, many teachers vigorously develop "excellent courseware" in order to "show their faces" in open classes, but as a result, students are distracted or at a loss in front of new technologies; Or, some teachers abuse various technical means in the teaching process, making classroom teaching an exhibition of new technology and equipment. 9, lack of control ability, the classroom is out of control in many teaching activities supported by information technology, teachers are helpless for sudden technical problems in the classroom; Or can't effectively guide students' teaching. For example, when students are asked to complete their learning tasks in groups, one or two "little geniuses" often do everything, while other students do nothing. For another example, when students are asked to show their learning works in the technical group, each group usually only pays attention to their own display content, but knows nothing or is indifferent to the display content of other groups. 10, "show" is too suspicious. At present, although there are many open courses integrating information technology and curriculum, they are rarely used in practical subject teaching. Many integration behaviors are just to show the needs, and they do not go deep into daily teaching. Behind the "show" of open classes, there are hidden practical troubles faced by teaching reform: many front-line teachers say that the pressure of examinations forces schools and teachers to adopt cramming dictation teaching, and they have no time to take into account the integration practice of information technology and courses. This is because, although information technology can promote the teaching effect, when technology is adopted, many teaching contents cannot be completed in the original teaching hours, and the set teaching tasks cannot be implemented. In a single class or classroom teaching, some well-designed integrated technology teaching activities are difficult to carry out. In addition, not all subject contents are suitable for teaching with information technology. If information technology is forcibly used to teach all the contents, it will be counterproductive, increase the burden on teachers and students, and the effect is not obvious.