1. Related definitions of information technology and curriculum integration
The concept of (1) course
① Broad sense: refers to all disciplines (teaching subjects), or refers to the sum of students' various learning activities.
② Narrow sense: refers to a discipline.
(2) The concept of integration. Simply put, integration is not mixing, but integration. Combine the two together and become an inseparable whole.
(3) Integration of information technology and curriculum Information technology is integrated with curriculum in the form of tools to promote students' learning. Information technology is integrated into all the elements of the course teaching system, making it a teaching tool for teachers, a cognitive tool for students, an important teaching material form and the main teaching media.
In the integration of information technology and curriculum, information technology has been integrated into various fields of curriculum teaching, such as classroom teaching, group learning, autonomous learning, etc. It is not only the object of learning, but also the means of learning.
2. The significance of information technology and curriculum integration
(1) can help teachers teach. Teachers can make full use of various information technologies and resources, give full play to the maximum potential of equipment, and implement high-quality and efficient teaching. Of course, the application of information technology should focus on solving the teaching and learning problems that are inconvenient or unsolvable in traditional teaching. Information technology has its own advantages in supporting modern learning and teaching.
(2) It helps to improve students' information literacy. Information literacy refers to the ability to clearly realize when information is needed, and to determine, evaluate, effectively use information and exchange information in various forms. It mainly includes three aspects: the practical power of information application; Understanding of information science; Attitude towards the social application of information technology. Students can gradually improve their information literacy in the process of participating in and applying information technology.
(3) It is an effective tool for students to learn. Due to the integration of information technology and subject courses, traditional cognitive tools have been enriched, and students can use information technology as a cognitive tool to learn more effectively.
(4) It is beneficial to cultivate students' innovative ability. The integration of information technology in the teaching process can create an ideal supporting environment for teaching and learning and cultivate students' innovative ability. Information technology can be used as a creative tool for students. The latest theoretical basis of modern educational technology strongly supports the cultivation of innovative ability. Computer-based courseware development platform is conducive to cultivating students' intuitive thinking. Excellent multimedia courseware can provide strong support for the cultivation of image thinking. Collaborative learning and discovery learning based on computer network can provide strong support for the cultivation of dialectical thinking and divergent thinking.
(5) Information technology can be used as a tool to integrate multiple disciplines, so that students can't distinguish the boundaries of disciplines. In order to complete a certain theme or topic, based on students' hobbies, they can carry out problem-solving learning activities through experiences and activities. In this way, we can focus on cultivating students' qualification and ability to solve problems subjectively and deal with things creatively and cooperatively, thus promoting the formation of "survival and development ability"
Second, knowledge-centered information technology and curriculum integration
1. Information technology as a demonstration tool
This is the simplest way to use information technology in subject teaching, and it is also the level of application of information technology in many primary and secondary schools at present. Teachers use computer-aided instruction courseware developed by third parties, or some easy-to-use multimedia production tools such as PowerPoint, and use various teaching materials to write their own presentations or multimedia courseware. The purpose of this kind of application is generally to clearly explain the structure of teaching materials, or to vividly demonstrate some incomprehensible contents, or to show the dynamic process and theoretical model with charts and animations. In addition, teachers can also use simulation software or computer external sensors to demonstrate some experimental phenomena to help students understand what they have learned. In this way, through reasonable design and selection, computers have replaced traditional media such as slides, projections, chalk and blackboards, and achieved functions that they could not achieve.
If the use effect of information technology is not as good as the teaching effect of projection, slide show and video, or it simply replaces projection, slide show and video as a decoration or embellishment of teaching, it is meaningless. As a demonstration tool, information technology is less dependent on information technology and is only used occasionally when necessary. Students only have the opportunity to listen and watch, but have no practical operation. Therefore, under this teaching application mode, students are still learning passively.
2. Information technology as a communication tool
Communication and interaction are one of the important signs of modern teaching methods. Introducing information technology into teaching will create certain communication opportunities for students and teachers and students and students after class, which will certainly promote emotional communication between teachers and students and improve students' interest and enthusiasm in learning. "Information technology as a communication tool" refers to the introduction of information technology into teaching to assist communication between teachers and students and between students. In the hardware environment with Internet or local area network, BBS, chat rooms and other network communication tools are used to open some special topics according to the teaching needs or students' interests, giving students the right to freely open special topics and chat rooms, so that students can have the opportunity to communicate on the form of courses, the advantages and disadvantages of teachers, and the problems that cannot be solved.
Lecture teaching is still the main teaching strategy at this stage. Students still complete their learning tasks in the form of personal homework. Compared with traditional teaching methods, the roles of teachers and students have remained basically unchanged. However, teachers also have a job: organizing and managing communication through information technology on the Internet and LAN. Because of stimulating feelings and interests, students have a higher enthusiasm for learning.
3. Information technology as a personal consulting tool
With the rapid development of computer technology, especially the in-depth application of technology in education, many computer-aided learning softwares have been developed, which provide a new form of teaching guidance for students to consolidate new knowledge, master and apply what they have learned and preview what they want to learn through technical means. Computer software has partially replaced teachers' functions, such as setting questions and evaluating. In this case, students' individual differences are reflected, and students can learn at their own pace and rhythm.
Students have access to teaching software, and their autonomy in learning has been reflected to a certain extent. The individual counseling function of information technology can only be used as an auxiliary function. Teachers should always pay attention to students' learning progress and give timely guidance and help when encountering obstacles or problems.
Third, resource-centered information technology and curriculum integration
Knowledge-centered information technology and curriculum integration are basically closed, focusing on individual learning and teaching. In the integration of resource-centered information technology and curriculum, the teaching concept, the guiding ideology of teaching design, the role of teachers and the role of students will all undergo great changes. Teachers pay more attention to students' construction of the meaning of what they have learned, and the thinking of teaching design has also turned to learning as the center. The whole teaching is open to resources. When students study the knowledge of one subject, they can acquire the knowledge of many other subjects. Students can cultivate various abilities on the basis of rich resources, and students become the main body of learning. Teachers become guides, helpers and organizers of students' learning.
1. Information technology as a tool to obtain resources
With the rapid development of network technology, the richness of resources on the network is beyond people's imagination. How to find the resources you need quickly and accurately in the information ocean, how to quickly judge the value of resources and make choices, and how to rationally reorganize resources for your own use are new talents needed by the information society. Using information technology to provide resource environment is to break through the limitation that books are the main source of knowledge, enrich classroom teaching with various related resources, greatly expand the knowledge capacity presented by teachers to students in the classroom, and let students broaden their thinking, not just learning the contents in textbooks.
Students realize multi-level understanding of things in the process of screening a large amount of information. Teachers can sort out the required resources before class, save them in a specific folder or make an internal website for students to visit and choose useful information; It can also provide students with appropriate reference information, such as websites, search engines and related personnel. And students can go to the internet or the resource library to collect information themselves. Comparatively speaking, the latter can cultivate students' ability to acquire and analyze information better than the former. However, due to the limitations of the real environment, such as the slow speed of surfing the Internet, students' low information processing ability and inability to surf the Internet, the first method can also be adopted, but teachers are required to provide as many resources as possible for students to "filter" information.
2. Information technology as an information processing tool
Cultivate students' ability to analyze and process information, and emphasize students' reorganization, processing and reuse of information in the process of quickly extracting a large amount of information. Teachers should pay close attention to the whole information processing process of students and give them timely guidance and help when they encounter difficulties. Pay attention to cultivating students' information processing ability and fluent expression ability of thinking, and realize the internalization of rich knowledge. Task-based teaching strategy can be adopted, which is suitable for all grades above senior grade in primary school. For example, students in the sixth grade of primary school can write a composition in the place you most yearn for. Students can use the Internet to obtain rich resources. After processing and sorting out the resources, they can choose a writing theme, draw up a topic, then process useful words and graphics into their own articles, and then use Word to compile exquisite formats, so that they can write rich and touching compositions.
3. Information technology as a collaboration tool
This is a teaching or learning mode under the multimedia network environment, which can be individualized, collaborative (that is, collective discussion or debate), or a combination of individualization and collaboration. It is a brand-new network collaborative teaching mode. This teaching mode is completely based on personal needs. Whether it is teaching content, teaching time, teaching methods or even teachers, we can choose according to learners' own wishes or needs. Learners can study at home or in the office (through computer terminals) or on the road (through portable multifunctional computers). In the process of learning, each learner can complete the following operation functions: query and access various information sources distributed all over the world (if necessary, you can copy the required software or materials from this information source); Analyze, process (reorder or reconstruct) and store the selected information; Direct communication with teachers or other learners (consultation, counseling, discussion and communication); Share or manipulate the contents of software or documents with teachers or other learners.
In this teaching mode, it can provide learners with colorful interactive man-machine interface of graphics, text and video, and provide learners with a large knowledge base and information base organized according to hypertext structure, which conforms to the characteristics of human associative thinking and associative memory, so it is easy to stimulate learners' interest in learning and create favorable conditions for learners to realize self-exploration and self-discovery learning. Therefore, in this teaching mode, it is possible to truly realize the ideal goal of making learners realize the significance of knowledge self-construction and even discovering and creating new knowledge.
4. Information technology as a research and development tool
Although we emphasize the cultivation of information processing and cooperation ability, the most important thing is to cultivate students' ability to explore, find and solve problems and creative thinking, which is the ultimate goal of education. In the teaching to achieve this goal, information technology plays the role of "research and development tool".
Many tool-based teaching software can provide good support for this level of teaching and learning. For example, in middle school mathematics teaching, the geometric sketchpad can provide students with opportunities to do things themselves and explore problems: when facing problems, students can put forward their own assumptions and reasoning through thinking and cooperation, and then verify them with the geometric sketchpad; In addition, students can use the geometry sketchpad to do their own experiments, and find and summarize some mathematical laws and phenomena, such as the sum of the internal angles of a triangle is 180 degrees, the existence and calculation of pi, etc. With the rapid development of information technology, the application of new technology in teaching provides strong support for students' exploration and learning. For example, in economics course, virtual reality technology can simulate real business situations, let students make decisions and choices under various real and complicated conditions, and improve their ability to solve real problems.
Inquiry teaching and problem-solving teaching are both teaching modes that use information technology as research and development tools, and have achieved certain results. However, how to give full play to the role of information technology and design a model that can better cultivate students' creative thinking ability is still one of the goals of all educators at home and abroad.
Fourth, all-round curriculum integration.
When the educational theory and learning theory are fully developed and utilized, the application of information technology in teaching will be more systematically and scientifically discussed and refined, which will inevitably promote a major reform of education, promote the reform of educational content, teaching objectives and teaching organizational structure, thus completing the informationization of the whole teaching, seamlessly integrating information technology into every link of education, and achieving a higher goal of information technology and curriculum reform.
1. Promote the reform of teaching content
The reform and development trend of teaching content is to increase the difficulty of teaching materials, attach importance to basic theories and emphasize the internal relationship of knowledge. Textbooks should be rewritten according to the principles of high difficulty, high speed and theorization. In the course design, we should emphasize the reasonable subject structure, few but precise teaching contents, and students should master the general basic principles and develop their cognitive ability. The formulation of teaching syllabus should focus on the cultivation of ability, especially the cultivation of thinking ability and creativity, rather than the teaching of ready-made knowledge and general technical training, and the foundation should be broad. Educational content should also be combined with production practice to cultivate students' ability to solve authenticity problems. Multimedia teaching materials, using multimedia, especially hypermedia technology, establish a structured, dynamic and visual representation of teaching content, so that students can jump to any knowledge points and resources related to the content when learning a certain content. More and more teaching materials and reference books have become multimedia, which not only contain words and graphics, but also can present the information expression of teaching materials such as sound, animation, video and simulation of three-dimensional scenes.
The application of information technology in teaching has brought a strong impact on the traditional teaching content structure. The teaching content that emphasizes the internal relationship between knowledge, basic theory and the real world becomes more and more important, while the teaching content that is divorced from reality and simple in knowledge imparting and technical training becomes a redundancy and obstacle. Secondly, the form of teaching content will also change greatly, from the original text and linear structure to multimedia and hyperlink structure.
2. Information ability training
Traditional teaching focuses on cultivating students' reading, writing and calculating abilities. The educational application of information technology not only attaches importance to students' traditional ability, but also attaches importance to cultivating students' ability to obtain information, process information and create information. If you lack basic reading and writing skills, you can't talk about using computer networks; On the other hand, the correct application of computer network in subject teaching can help learners better master basic reading and writing skills. At present, the emphasis on modern information technology is due to the lack of attention and understanding, not only the computer network, but the denial of "traditional" reading and writing ability.
The teaching goal of taking ability as the core in the reform of educational content will become the main body of reform. These abilities include: information processing skills (acquisition, organization, operation and evaluation); Ability to solve problems; Critical thinking ability; Learning ability; The ability to cooperate with others. Some schools and teachers also pay attention to these goals to some extent in actual teaching. With the deepening of information technology and curriculum reform, it is bound to produce new teaching objectives, emphasizing helping students participate in real tasks and produce real projects.
3. Reform of teaching organizational structure
With the reform of educational content and teaching objectives, the structure and form of teaching organization will also change accordingly. Teaching objectives emphasize that authenticity is the core of learning, so it is required that teaching must break the traditional 40-50-minute class, students must sit in the classroom and listen to lectures, and the time and space of learning must be redesigned and planned according to projects and problems. In the organizational form of teaching and the grouping of activities, we should also break the traditional way of homogeneous grouping according to ability and implement heterogeneous grouping.
In the future, there should be more such math teaching designs in schools: during the teaching period of two weeks or longer, divide the students into groups, and each group member chooses a career to form a family according to your income and tax payment, including choosing loan to buy a house and furniture, choosing loan to buy a car, calculating the daily consumption of the family, and finally making a group report. Under the background of authenticity, students complete homework based on real tasks in a collaborative way, integrating knowledge learning and knowledge application ability, and unifying knowledge and ability goals.