Understanding: I think the information technology course is a subject to cultivate students' originality. It enables students to understand or master the basic knowledge and skills of professional information technology, enables students to have the ability to obtain information, transmit information, process information and apply information technology means, forms a good cultural literacy, and lays the necessary foundation for adapting to the study, work and life of the information society. The arrangement of teaching and learning content in primary and junior high schools should have its own clear goals and reflect the key points of each stage. At all stages, we should pay attention to cultivating students' ability to learn by using information technology and the spirit of exploration and innovation, so as to provide conditions for comprehensively improving students' ability. Suggestion: In the course setting, give full play to the advantages of comprehensive courses and adhere to the direction of multidisciplinary knowledge integration. Information technology is also listed as a key course, with more classes and lectures and more opportunities for students to practice.
⑵ What are the main contents of teaching evaluation of information technology courses?
Evaluation is an integral part of information technology teaching and has a strong guiding role in information technology learning. Teaching and learning should be evaluated around the training objectives stipulated in the information technology curriculum standards to ensure the realization of the information technology curriculum objectives. Through the reasonable implementation of evaluation, the teaching level of information technology teachers will be continuously improved, students' interest in learning and applying information technology will be stimulated, and students' information literacy will be gradually improved.
Take excel to beautify the worksheet as an example:
Teaching content:
By setting text, borders and shading in the worksheet, or beautifying the worksheet by inserting wordart, optional graphics, clip art and pictures downloaded from the Internet, an attractive work can be formed.
Let's look at the following evaluation scale.
1. In order to give full play to the incentive effect of evaluation on students, students should be given a short-term learning goal as far as possible.
2. If possible, students should be informed of the possible evaluation in the teaching process before teaching, and the evaluation criteria should be put forward.
3. Feedback the evaluation results to students in time to help them make clear their future learning direction and adjust their learning strategies.
4. Teachers should reflect and improve teaching through the evaluation results.
In short, on the one hand, the evaluation of information technology teaching should establish a "whole process evaluation concept", that is, the evaluation of the teaching process and the implementation of the post-teaching plan, and systematic planning and preparation should be made in advance in the teaching design stage before teaching, so that the evaluation planning becomes an important part of the teaching design and teaching plan, and the design and planning of the "teaching-learning" process is transformed into the design and planning of the "teaching-learning-evaluation" process. In the whole teaching process, students' learning information is continuously collected, and based on this, students' learning situation is analyzed and diagnosed, and the teaching process is dynamically adjusted or learning suggestions are provided, which plays a "whole process" promotion role in teaching and learning. On the other hand, on the basis of analyzing the characteristics of information technology discipline, we adopt "teaching-oriented evaluation method" to explore appropriate evaluation methods. We can't ignore the characteristics of information technology disciplines and blindly copy the evaluation methods of other disciplines.
⑶ What is the core content of information technology course teaching?
I think the content of information technology course teaching is the knowledge system of information technology subject, and its core is curriculum information technology education.
(4) What are the main types of information technology courses?
Several common types of information technology courses;
1, demonstration class
In the classroom of information technology teaching, we often see such a scene: in a controllable network environment, there is usually a "multimedia electronic classroom" software, and teachers start the "broadcast teaching" function, and the display contents of all students' computers are exactly the same as those of teachers' computers. The teacher said, "Attention, class begins now …", and then the teacher demonstrated what to teach, such as "Click [Start]/[Program] …". Finally, "broadcast teaching" is closed, and students practice imitation. Some information technology textbooks also contain "follow me" and "follow me", and students can operate step by step according to the descriptions in the textbooks. This is the demonstration teaching method.
This teaching method is an important and very effective teaching method in information technology teaching. Its application mainly has two aspects: on the one hand, it refers to the demonstration of operating posture, such as the sitting posture of operating the computer, the fingering of operating the keyboard and the fingering of operating the mouse; On the other hand, it refers to the demonstration of the use method and operation steps of computer software. For example, when talking about the basics of Windows operation, we talked about the creation of folders. The operation steps are as follows: (1) Enter the designated position; (2) Click the right mouse button and select File-New-Folder; (3) converting the input method; (4) Move the mouse to "New Folder", right-click and select Rename; (5) Enter the name of the folder; (6) determine. Teachers can demonstrate step by step with the help of computer projector or network teaching system. This teaching method can intuitively let students learn the operation method from the teacher's demonstration operation, thus completing the learning task. For this teaching method, the school has invested a lot in the computer room, and it needs a set of teaching system that can be demonstrated, including computer projector, network teaching system, large-size TV set, computer with TV output and so on.
It is necessary to use the model method properly, but we should also see that too much use of the model method will make students fall into the predicament of passive learning, which will have a serious dependence on teachers and is not conducive to giving full play to students' main role. Therefore, the model method is always combined with other teaching methods, and it is rarely used only for teaching.
2. Explain the teaching class
(1) explain the main points of the method. Create scenes to stimulate students' interest in learning. Before the formal explanation, we should stimulate students' interest in what they have learned. For example, do a simple review, ask some questions that stimulate curiosity, and make some kind of demonstration.
(2) the skills of explanation. Explain effectively by stating the definition, comparison, analogy, examples and other methods, and link the explanation content with the knowledge and skills that students have mastered. Present teaching information in various forms such as words, pictures, charts, animations, audio-visual materials and digital media to promote students' understanding of the content.
(3) Keep students' attention. In the process of explanation, we should stimulate students' learning motivation, such as asking questions, keeping attention and other ways of teacher-student interaction, and guide students to actively think and understand the teaching content. When presenting materials, students should be reminded of the objects they should pay attention to.
(4) summary. Summarize the main points of the content and guide students to understand the relationship between the main points.
3. Inquiry teaching class
Inquiry teaching method is aimed at a specific teaching content. Teachers first give students a simple hint or no explanation, only give them a task, and then let them finish it themselves, that is, let students explore knowledge and complete learning tasks in the process of completing the task. Using this teaching method, teachers should play the role of guide and drummer in the process of students' exploration, encourage students to explore and find solutions to problems, create conditions for students to explore and find solutions to problems, inspire underachievers and guide their thinking, so that all students can carry out the exploration process smoothly. Of course, more time is spent on teaching, but it can cultivate students' exploration ability and self-study ability, make students actively seek knowledge, activate the classroom, promote mutual learning among students, and be conducive to the development of students' intelligence. It is a teaching method worth studying and popularizing.
4. Discuss the teaching class
In the teaching of information technology, there are many cases of discussion.
For some reason, the discussion method was silent for some time. Until recently, the discussion method resurfaced and attracted people's attention.
A complete discussion teaching includes three stages: preparation, implementation and summary, and each stage is completed by the activities of both teachers and students. As the leading party of teaching, the teacher's task is to design discussion topics, organize discussions and help students summarize and evaluate.
How to design the discussion theme is the overall problem of relational discussion teaching, and we should grasp the theme design from the following aspects. First of all, the theme must be meaningful, a healthy and valuable proposition, and closely related to students' daily life. Secondly, the theme should create a situation conducive to discussion and study, interest students and help students form learning motivation. Third, the topics discussed should conform to the theory of recent development zones and be related to the students' known knowledge. Under the existing knowledge structure, students can understand the subject, discuss the task clearly, and finish the task through hard work. Fourth, the theme itself should be as open as possible, so that the results of discussion can be diversified, which will help students gain a successful experience through discussion and form their motivation for achievement. Finally, the theme must meet the desire of all students to participate in the discussion. Teachers should refine the theme according to their own understanding of students when designing the theme, so that students can cut into the theme selectively from many sides and participate in the discussion.
5] What are the contents of information technology course teaching?
High school information technology courses are divided into basic courses (2 credits) and elective courses (2+2+x credits). The basic course (compulsory 2 credits) mainly focuses on the basics of information technology and information technology and society, mainly to cultivate students' ability to acquire, process, analyze, store and express information. Elective courses include five parts: algorithm and programming, multimedia technology, computer network technology, database management technology and artificial intelligence, with 2 credits for each part. Students only need to take some courses.
Information technology (IT for short) is the general name of various technologies mainly used for managing and processing information. It mainly uses application of computer science and communication technology to design, develop, install and implement information systems and application software. It is also often called information and communication technology (ICT). It mainly includes sensing technology, computer technology and communication technology.
[6] What is the essence of information technology curriculum?
The Essence and Objectives of Information Technology Curriculum
Generally speaking, information technology courses in primary and secondary schools have gone through two stages: the first stage is called "computer course" (or "basic course of computer application"), which is roughly from the early 1980s to the mid-1990s; After entering the second stage (that is, since the mid-1990s), it was renamed as "Information Technology Course".
It is no accident that "Computer" (or "Computer Application Basis") is offered as a course in primary and secondary schools. It is closely related to the rise of "computer culture". The international reference to "computer culture" first appeared in the early 1980s [1]. 198 1 At the Third World Computer Education Conference held in Lausanne, Switzerland, Hirchaud, a scholar of the former Soviet Union, first proposed that "computer programming language is the second culture". This unusual view aroused great repercussions at the conference like spring thunder, and was supported by almost all the experts attending the conference. Since then, the term "computer literacy" has been widely circulated all over the world. Computer courses with learning programming language as the core (the main content is basic programming) have been gradually opened in primary and secondary schools in developed countries in the world. Representatives from our country who attended this meeting also made a positive response, calling on China to gradually develop computer education in primary and secondary schools. According to the suggestions of these representatives, 1982, the former Ministry of Education made a decision to offer basic language elective courses in secondary schools affiliated to five universities, including Tsinghua, Peking University and Beijing Normal University, which is the origin of computer courses and computer education in primary and secondary schools in China. After the mid-1980s, international computer education experts gradually realized that mastering the computer tool is more important than mastering the programming language, so the expression of "computer culture" rooted in it was once depressed. After entering the 1990s, with the increasing popularity of multimedia technology, campus network and Internet, the word "computer culture" became fashionable again. However, the social background and connotation of "computer culture" at this time have changed greatly compared with the early 1980s, especially in addition to the original formulation, there are new formulations such as "Internet culture" or "information culture", which are different from "computer culture" but closely related, and these new formulations (namely "network culture" or "information culture"). Therefore, exploring the essence of this change and deeply understanding the true connotation of the current "network culture" or "information culture" is of enlightening significance for us to clearly understand the essence of information technology courses and set the objectives of information technology courses, and further meet the challenges of the 2 1 century.
In the thousands of years of human civilization, there are not many things that can be called "culture". The birth of spoken and written languages has gradually formed various cultures with national characteristics, and different languages will inevitably produce different cultures. On the other hand, if you use the same language, you can always find the same cultural origin, so "language" is recognized as a "culture" and the most basic culture.
As mentioned above, with the birth and increasing popularity of computers, a new culture, computer culture, has gradually formed since the early 1980s. Many developed countries in the world have introduced "computer education" into compulsory courses in primary and secondary schools. Why? It is precisely because computers are a kind of culture that everyone needs to know and master since childhood. So, what kind of thing can be called culture, or what attributes should it have to be regarded as a cultural phenomenon?
There are usually two understandings of culture: the first is a general understanding, and everything that can have a wide and profound impact on human life style belongs to culture, such as food culture, tea culture, wine culture, TV culture and automobile culture. The second is the understanding in a strict sense, which holds that only things that should have the functions of information transmission and knowledge transmission and have a wide and profound impact on human society from production mode, working mode, learning mode to lifestyle can be called culture, such as the application of language and characters, the increasing popularity of computers and the rapid expansion of interest, etc., all of which belong to this category. In other words, a culture in a strict sense should have the following basic attributes:
First, universality. This universality should be reflected in two aspects: it involves everyone and every family in the whole society, and it also involves every industry and every application field in the whole society.
Second, transitivity. This kind of thing should have the function of transmitting information and exchanging ideas.
Third, it is educational. This kind of thing should be a means of storing and acquiring knowledge.
Fourth, profound. The popularization and application of this kind of thing has a far-reaching impact on society, that is, it brings not the improvement and change of a certain aspect, a certain department or a certain field of society, but the fundamental change of the whole society from lifestyle, learning mode, working mode to production mode.
According to the above point of view, it is not difficult to understand why radio broadcasting and television (especially television), as a kind of "culture", are not recognized by people from all walks of life in the world like computers, and no country regards these two cultures as compulsory basic courses in primary and secondary schools. The reason is that its universality only involves everyone and every family, not every industry and every application field of the whole society like computers; Its profundity mainly involves people's life style and learning style, unlike computers, which will bring about comprehensive changes in the whole society from life style, learning style, working style to production mode. Therefore, radio and television is not a culture in the strict sense.
Now, let's see if "programming language" is a culture. Obviously, as a computer programming language, it does not have the above four basic attributes of culture (universality, transitivity, education and profundity), so it is definitely not a culture. Of course, by learning the knowledge of programming language and mastering the ability of programming, a person's computer knowledge and level (even a relatively high level) can be reflected to some extent. However, according to the opinions of most computer education experts at home and abroad, the basis for measuring the quality of "information culture" or "network culture" (as mentioned above, the old expression of "computer culture" has been replaced by this new expression since the 1990s) should be the basic knowledge and practical ability related to "information acquisition, information analysis, information processing and information utilization" (rather than the "programming language knowledge and procedures").
Information acquisition includes information discovery, information collection and information optimization;
Information analysis includes information classification, information synthesis, information error detection and information evaluation;
Information processing includes information classification and retrieval, information organization and expression, information storage and conversion, information control and transmission.
Information utilization includes how to effectively use information to solve various problems in study, work and life (such as constantly updating knowledge, putting forward new solutions to problems with new information, adapting to new life in the network age, etc.). ).
This knowledge related to information acquisition, analysis, processing and utilization can be referred to as "basic knowledge of information technology" for short, and the corresponding ability can be referred to as "information ability" for short. This kind of knowledge and ability is not only the concrete embodiment of the level of "information culture" and information quality, but also the most basic requirement of the information society for the cultivation of new talents. Failure to meet this requirement will not meet the needs of study, work, life and competition in the information society, and will be eliminated by the information society. The knowledge and ability to embody this culture (that is, the basic knowledge of information technology and information ability) are as important and indispensable as the knowledge and ability to embody traditional culture in the information society. In other words, "reading, writing, calculating and information" has become the four pillars of the cultural foundation of the information society. In this sense, it can be said that the lack of information knowledge and ability is equivalent to "illiteracy" in the information society.
-This is the real connotation of "information culture". It can be seen that the essence of information technology curriculum in primary and secondary schools is to fully embody the connotation of information culture; The fundamental goal of offering information technology courses in primary and secondary schools is to cultivate students' knowledge and ability to acquire, analyze, process and use information, and lay a comprehensive and solid cultural foundation for students.
What was once the information technology curriculum to be integrated, professionals briefly answer.
Hello, including computer management, document design, data statistics and analysis, multimedia technology, image collection and processing, audio and video collection and processing, animation production, multimedia works production, network, website production, program design, etc. This course is very wide, and each part can be a course. It is a technical course to study information acquisition technology, information processing technology, information transmission technology, information control technology and information storage technology. As long as it involves these, it can be this course.
What are the basic concepts of information technology courses?
The concept of information technology
1. Connotation and extension of information technology
Information technology is a technology to expand human information function under the guidance of the basic principles and methods of information science. Generally speaking, information technology is the sum of technologies to acquire, process, transmit and utilize information with the help of electronic computers and modern communication means. The information function of human beings includes the information acquisition function undertaken by sensory organs and the information transmission function undertaken by neural networks. The function of information cognition and information regeneration undertaken by thinking organs and the function of information execution undertaken by effective organs. According to the extended functional classification of human information organs, information technology can be divided into the following aspects:
(1) Sensing technology-information acquisition technology, corresponding to human sensory organs.
The function of sensing technology is to expand the functions of sensory organs so that people can obtain information. It includes information identification, information extraction, information detection and other technologies. It can expand the sensory function of almost all human sensory organs. Information recognition includes character recognition, voice recognition, pattern recognition and so on. A method called "pattern recognition" is usually adopted. The combination of sensing technology, measurement technology and communication technology has further strengthened people's ability to perceive information.
⑵ Communication technology-information transmission technology, corresponding to the function of human nervous system.
The main function of communication technology is to realize the fast, reliable and safe transmission of information. All kinds of communication technologies fall into this category. Broadcasting technology is also an information transmission technology. Because storage and recording can be regarded as an activity to transfer information from "present" to "future" or from "past" to "present", it can also be regarded as an information transfer technology.
⑶ Computer technology-information processing and storage technology, corresponding to human thinking organs.
Computer information processing technology mainly includes information coding, compression, encryption and regeneration, and computer storage technology mainly includes internal storage technology and external storage technology focusing on the reading and writing speed, storage capacity and stability of computer memory.