Education informatization is a process of applying computer multimedia technology and network information technology to teaching, learning, education and teaching management, thus forming new education and teaching objectives and models, achieving new education and teaching effects, effectively promoting education and teaching reform and improving education and teaching level. From the presentation of terminology to its rapid application, its strong development momentum and great influence have delighted many educators.
The construction of educational informatization includes two aspects, one is the construction of educational informatization environment, and the other is the construction of educational informatization resources. Environmental construction includes the hardware and application software construction of multimedia classroom, network classroom, campus network, metropolitan education network, regional resource center and residents' broadband education network. Resource construction includes the accumulation and construction of multimedia materials (including words, pictures, graphics, animations, audio and video), multimedia courseware and electronic lesson plans, teaching cases, question banks, electronic documents (including books, periodicals and newspapers) and online courses.
With the comprehensive start of the national "school-to-school communication" project, the opening of information technology compulsory courses and the concrete promotion of the integration of information technology education with other courses, as well as the full implementation of a new round of curriculum reform, the construction of educational informatization has been in full swing. The construction of multimedia classrooms, network classrooms, campus networks and metropolitan education networks in developed areas of China is in full swing, and it is time to achieve remarkable results. Most rural schools are affected by economic and environmental conditions, but the current situation of educational informatization is not satisfactory and worrying. Most schools only buy a small number of computers, which can give students some basic computer knowledge. Few teachers can skillfully operate computers, and even fewer teachers can use computers to assist teaching and management.
First, the reasons for the slow development of rural school education informatization:
1, school leaders and teachers have outdated ideas. Some rural school leaders and teachers think that education informatization is a matter for urban schools, which is too far away from us. We have neither the conditions nor the need to realize educational informatization. The modern education leading group and research group set up by the school are purely to cope with the inspection by superiors, which is useless. Teachers' teaching is still chalk, blackboard and textbooks, and they are not aware of getting information from the Internet, let alone the idea of teaching reform and multimedia. In some schools with better conditions, computer hardware facilities are in good condition. Judging from the number of computers, these schools generally have computer network classrooms, and some even have multimedia network classrooms. However, in terms of use, most of these computers are used to teach students computer knowledge and operation skills. Less time is spent on computer-assisted instruction. This means that the school still regards computers as an independent object and explains information technology courses as a special subject, instead of infiltrating the application of computers into the teaching of various disciplines and into all aspects of teaching work. What's more, computers are considered as electronic typewriters, and there is not much other use.
2. The quality of managers is not high. Most of the computer teachers in the school are computer enthusiasts who have become monks halfway. They are employed after a little training, and few professionals have received systematic training. Therefore, most of them have a superficial understanding of computer knowledge and a low degree of specialization. It is good to introduce the basic knowledge of computers to students, not to mention how to give full play to the role of computers, the integration of modern educational technology and various disciplines, the application of computers to manage school work, and the full use of existing equipment to improve teaching quality. They are powerless. Other teachers can't even use the materials.
3. There is a great shortage of funds. Lack of funds has led most rural schools to buy a certain number of microcomputers through loans, but students' computer fees are unreasonable, so there is nothing they can do about the upfront expenses, not to mention the expenses of updating equipment, buying new software and maintaining various equipment, so it is very good to give students information technology classes. There are also some remote schools that don't even have computers, let alone online classrooms; I dare not expect anything else.
Second, the countermeasures to accelerate the development of rural school education informatization:
1, update the educational concept.
The informatization consciousness of school leaders and teachers is the key to the development of school education informatization. In the absence of educational information environment, we should strengthen the planning and design of computer application in teaching, learning and management. In the established educational information environment, we should fully tap its advanced and rich educational ideas and give full play to its effectiveness, so as to promote the reform of education and teaching and improve the level of education and teaching.
2. Strengthen the training of educators and improve their information literacy.
Recently, the Ministry of Education issued "Opinions on Promoting the Informatization Construction of Teacher Education in China during the Tenth Five-Year Plan". The opinion pointed out: "At present, informatization has profoundly changed the ideas, concepts, contents and methods of primary and secondary education, and it is necessary to build a team of primary and secondary school teachers with sufficient quantity, qualified quality and high information quality." However, the information literacy of rural school teachers needs to be improved to meet the development requirements of current education. The course content of information technology training for primary and secondary school teachers is unbalanced in economic and educational development, and there are great differences in information technology software and hardware equipment and teachers' level. Therefore, the training should not use unified teaching materials, and the teaching content should be determined according to the local and even school information technology software and hardware configuration and teachers' information technology level. For rural schools, school-based training should be given priority. Modern information technology is a highly practical subject. It is impossible without computer operation and useless without practice. In order to obtain better teaching effect, the task-driven learning method is generally adopted, that is, the training content is determined by some specific tasks. We should pay attention to two aspects when adopting this method: First, training and teaching should be "application-oriented", practice-oriented, intensive reading teaching and strengthening practice. "Exquisite lecture" refers to the basic knowledge points and essence of what teachers want to talk about; "More practice" means that students have enough computer time to carry out targeted practical operations. To cultivate teachers' awareness of information technology operation and application, we should not engage in "theory on paper" or "inorganic teaching". Generally speaking, skill-based content such as keyboard fingering and Chinese character input should be practiced more; For operational contents such as the use of Windows, Office, Internet, e-mail, commonly used teaching software and courseware making tools, it is advisable to practice while facing the computer; Writing, practicing and debugging (debugging programs) should be combined with various programming languages and databases. The second is to be prepared before boarding the plane. First, put forward the basic requirements of computer operation, define the purpose and operating rules of computer operation, give the steps and precautions of computer operation, and give tips in English during computer operation, execution process and handling methods of abnormal results to ensure the smooth progress of computer teaching plan. For the majority of primary and secondary school teachers, learning content can be formulated according to the actual needs of teaching work. For example, let teachers learn Word or WPS with tasks such as "writing and editing teaching papers" or "modifying teaching plans", and learn disk management or file management (such as copying, pasting or deleting) in Windows by means of communication of "disk files" or "teaching software"; Undertake statistical tasks such as student achievement statistics and school expenditure plan, learn spreadsheet Excel with tasks such as school personnel management, financial management or school property management, learn FoxPro with tasks such as special report demonstration or teaching slide production, learn PowerPoint with tasks such as CAI courseware production, and learn courseware tools such as Authorware or Founder Aosi, as well as scanners, digital cameras and supporting CDs. Take "E-mail" to learn how to send and receive e-mail; Take a "faulty computer" to learn hardware knowledge and skills such as computer maintenance and overhaul, and so on. School leaders should also take certain incentive measures to stimulate teachers' enthusiasm for using computers frequently in daily teaching and create an atmosphere of being willing to use computers for teaching throughout the school. It takes time and energy for teachers to use computers in teaching. They have to do a lot of preparation and experiments. Schools should give material and spiritual encouragement to teachers in their work. Otherwise, why should teachers take the risk of innovation and spend this extra energy? Each school can formulate its own policies and adjust them at any time according to the development situation to stimulate teachers' enthusiasm for learning computers. In addition, the school can also organize teachers to exchange experiences, prepare lessons collectively, and improve the ability of computer-aided teaching. Through training, teachers can not only see that computer-aided teaching is really useful, but also see that it is not difficult to achieve good teaching results with their existing abilities as long as they persist in learning, thus enhancing their confidence and enthusiasm. Only by cultivating and improving teachers' information processing ability can we give full play to the efficiency of existing equipment and accelerate the informatization process of a school.
3. Raise funds from various sources, improve the conditions for running schools and speed up the process of informatization.
Schools can squeeze a little out of school funds, strive for a little from their superiors, and create more by using existing equipment. As far as most rural schools are concerned, except for one or two information technology classes every week, the existing equipment of the school is basically vacant. It can be opened to the public during holidays and winter and summer vacations, and a certain fee can be charged appropriately, so that computer enthusiasts among students can have a place to study, and students can avoid using commercial Internet cafes or game halls on weekends or holidays. Raise funds in various ways to ensure the rapid and healthy development of school education informatization.