Technical Education Seminar clear that information technology should not be merely as the object of study, and should serve as a learning tool, we must strive to achieve the integration of information technology and curriculum to achieve teaching and learning methods of fundamental change. Li Lianning stressed that information technology education in primary and secondary schools to accelerate, we must first realize the concept of change, information technology, one should shift from learning object learning tool, we should improve the quality of information as an important carrier of information technology to and daily teaching combine information technology really being applied to the study. Second is to make information technology as a means to support teaching learning methods into play information technology in student learning, active exploration, cooperation and exchange, and other areas. Construction of the network environment independent learning approach, which is the integration of information technology and curriculum goal. New basic education curriculum reform, highlighting the information technology and curriculum integration of information technology and curriculum reform should be organically combined so that the new curriculum in a relatively high level on the advance. Only information technology and curriculum integration, information technology was no longer just a technical means, but a fundamental change in approach to learning.
integration of information technology and the possibility of language courses from information technology, the characteristics of language subjects, but also the theoretical basis for support.
1, the characteristics of information technology.
A, quantified the sea resources: the explosion of knowledge on the term only in the network have the most personal experience.
B, in the form of diversification: a multimedia computer presentation is a wide variety of information - text, images, audio, video and more.
C, interactive activities: human interaction, the interaction between man and machine, and this interaction across time and space constraints.
D, learning initiative: the above characteristics determine the learning of information must be independently chosen by the study body, explore.
other such as sharing, dynamic, hypermedia, open and other characteristics is well known.
2, the characteristics of their own language subjects:
language is the most important communication tool, is an important part of human culture. Language is a basic subject disciplines, the teaching content as: reading, writing, oral communication.
information technology age, language teaching must have new features.
reading: Chinese Society Professor Zeng Xiangqin reading education from the perspective of the future, respectively, from reading the depth, breadth and speed of the three levels proposed three ways of reading: Reading, skim and fast reading, read the information age should attach great importance to skim and fast read.
Writing: With the electronic system to exchange information as an important means of communication between people, teaching writing will face change: the status of literature will be reduced, practical style will be a major learning style, organization and adaptation information will become an important writing skills.
Oral Communication: Oral communication skills will be considered to obtain and maintain professional skills of one of the main, more they want to get high positions, the more have to learn how different regions, different languages, different races of people to communicate.
3, the theoretical basis of education:
network teaching is based on Ausubel's theory of
constructivist learning theory and learning environment emphasizes student-centered, requiring students from passive recipients of external stimuli, and the inculcation of knowledge object into the main body of information processing, knowledge of active constructors of meaning, constructivism theory of teaching requires teachers who want to teach the knowledge, instilling into the students who take the initiative to help construct meaning, facilitator; requires the teachers in the teaching process should be using the new mode of education thought and teaching, new teaching methods and new teaching design.
Ausubel noted that in order to achieve meaningful learning can have two different ways or manner: to accept learning and discovery learning. The former is mainly teachers play a leading role by * and by proposed the He also believes that the impact of emotional factors on learning motivation primarily through the work.
Thus, information technology, and high school language courses in reading, writing, oral communication and other aspects of integration, greatly inspired the motivation to achieve self-learning, exploratory learning, collaborative learning, for language distance education and lifelong learning to provide effective protection.
A, so that the reader is more abundant teaching resources, cases more effective, the process of thinking more in line with laws of humanity itself, to skim and read to the economy quickly and efficiently to achieve;
B, for the teaching of writing material to provide a richer, more channels and more rapid implementation of more and more effective means of communication;
C, using Internet voice software, which can easily achieve between students and external experts, extensive exchange of learning between the partners;
D, can be a fundamental factor for the language quality - thinking the ability to provide broad space for development.
1, rich in subject knowledge, inspire enthusiasm for exploration. In language teaching, contains a large number of information technology factors, through teacher development and integration, not only can improve the interest of students of information technology to increase student awareness of information, but can greatly expand the students knowledge, helping students understanding of subject knowledge, memory and applications. For example, display the text background, the creation of the text fit with the emotional environment, interactive games and lessons and strong discussions. Integration of information technology and language courses, subject knowledge can lead to students passion for learning and stimulate students desire for knowledge, encourage students to take the initiative to explore the unknown.
2, creating teaching situation, and create a good atmosphere. In language teaching, teaching a large number of image content need to show, in order to help students better grasp of subject knowledge, including a large number of pictures, video and audio data and video data. Conventional audio-visual means, only a linear way of organizing information on a variety of media, subject teachers, difficult to control, and poor interaction. Multimedia technology as the core of computer information technology, able to hypertext and hypermedia in the non-linear way to organize media information, teachers easy to control, and good interaction for the presentation of multimedia information to provide an excellent platform for the display, making it teaching or individual teaching aids necessary. Information technology and curriculum integration, but also help create a good classroom teaching situation, teaching content lively, colorful classroom presentations, the ups and exciting suspense, to create a good atmosphere for teaching and learning encourage students to learn positive initiative, improve the effectiveness of teaching and learning so that students in a pleasant scenario, in order to enrich the imagination, strong and flexible thinking, memory and access to learning success.
3, optimize the students to understand and master laws of thinking. Traditional teaching students to take the path to success, not seriously thinking training to teachers to students in one-way instead of thinking of students activities. Integration of information technology and language courses, has changed the traditional concepts and methods of teaching. Modern classroom teaching, not only in the classroom to provide students with the opportunity to show intelligence, but also a good way of thinking students to cultivate creative thinking and innovation. Using AUTHORWARE, PowerPoint, flash and other software, can target the actual subject, to create some dynamic courseware is not only better performance of the internal relations of things and changes in laws, and problem-driven approach to inspire students thinking, guide students to better understand, master, discover the laws to try to resolve the problem. Can consciously through multimedia technology questions from different perspectives, different ways to guide students to solve problems, develop divergent thinking of students.
4, optimize the structure of classroom teaching to inspire students to actively participate. The real purpose of teaching to teach him to Information technology and curriculum integration activities for students, scientific context. Enable students to maximize active, and actively participate in learning. By guess, try to think about, do a do, proposed a meeting and other methods, the use of self-guided and independent practice, collaborative learning, online learning and other forms of teaching structure so that a qualitative change. In particular, the integration of the network environment, you can break in class time and space constraints, so as to achieve the purpose of student learning can be anytime, anywhere.
curriculum integration of information technology and the fundamental goal is to train students in self-survival ability, practical ability, problem solving ability and creativity, and ultimately the development of the times for the cultivation of innovative talents.
Second, the research goal of our school
learning process is an information process, information technology integration and language courses should be conducive to the realization that information process. Should first consider the integration of information technology and curriculum to promote learning course content, which is the primary goal of curriculum integration. Through the integration of information technology and language courses, not only for the present learning content to help students understand and grasp the relevant language content at the same time, through the integration can help students inquiry learning, discovery learning, to truly improve the spoken and written language requirements ability to actively construct knowledge. In the information technology support, but also promote the students adequate exchange of information between and achieve group collaborative learning.
information technology problem-solving skills should foster problem-solving process. Therefore, we integrated model in the process, great emphasis on task-driven. Integration of information technology and language courses is based on information technology to solve real language courses in a variety of issues. It is very specific, such as speaking and writing and so on. Through information technology integration and language courses, students can effectively use information technology to solve problems, to enable students to use information technology tools for language learning and application of knowledge, can effectively train students in information literacy, and enhancement of their human quality.
students comprehensive study is based on the viability of the basic purpose of self-study form. Ability of self-survival as the basic purpose of learning styles. Viability of self refers to people in their lives, work, learning process, can independently determine the issue, autonomous learning, independent thinking, the main judge, mutual exchange, the ability to solve problems independently. Language teaching, this capability through integrated learning, to develop research study. Through information technology and integrated model of language subjects, students should be able to use language to express its ideas and requirements, students through relevant data, information collection and processing, to a certain form of information to effectively and fully express their ideas and requirements.
three methods
action research and classroom teaching or a combination of structural reform is not only possible but also feasible. In exploring the structure and curriculum integration of information technology law, we first of all through the , can be implemented, with evaluation of the specific plan can be modified again to model derived from a certain application, and the results obtained from the application summary evaluation.
four subjects
in the integrated model, the classroom teaching the various actors involved in the structure are the object of study. Including teachers, students, teaching content, teaching environment, teaching methods and processes, mainly teachers in the teaching process is to study what led the way, the students how to reflect the dominant position.
five steps
research before starting the project, I try to school in the computer-aided teaching language subjects, carried out a number of Tried to use the computer, hypertext, multimedia advantage to increase the teaching capacity, to improve teaching efficiency.
2002 年 4 months, the schools to further improve the local area network, in class, the teacher can monitor students, broadcasting, retransmission, but also allows students to browse a variety of information on the server so that students can be autonomous and independent of learning, exploration. To meet the educational needs of the new situation, in September 2002, the schools connected to the Internet and to each computer can share the bandwidth, a fundamental solution to the problem of shortage of teaching resources. Students swimming in the boundless Internet world, access to information, e-mail through the bbs and the exchange of ideas and mutual cooperation.
3, in-depth study period. Research group in our school during this period has been achieved and experience, with particular emphasis network environment of information technology and integrated model of language subjects, while information literacy training for teachers, on the one hand focus on teaching innovation, and gradually formed a
3,Discount UGG boots, perfecting stage. October 2002, the Task Force flexible use of this teaching model, the language began to improve all aspects of teaching, and mature gradually. In the promotion of the study, along with advances in information technology, our school and equipment updates, on the theory further in-depth study, emergence of a number of effective curriculum integration teaching.
VI, results and analysis
role of information technology in the classroom, first of all have a strategic problem, of course, the concept is essentially the problem of education. 1993, U.S. Department of Education organized a dozen senior experts (B. Means, etc.) produced a report entitled framework. Report made a number of innovative teaching characteristics, can be seen from Table 1, innovations in teaching and traditional teaching of the obvious differences.
report further pointed out that the core of the reform of modern education is to enable students to become passive learning inputs based learning (engaged learning), so that they learn in a real environment and to accept the challenge of learning tasks. Application of technology in education the fundamental objective is to promote teaching to the input form type from the passive transfer. The performance in terms of technology from the high and low points (for convenience, hereinafter referred to as high and low technology). Based on these understanding, we can build a teaching on the use of technology to support the strategy space, and technology in the classroom as a teaching role model. Figure 1 shows, the mainstream of our current state of classroom teaching is a low technical support passive learning. Use of information technology strategy for the reform of classroom teaching as playing chess action, there are several walking program:
1. One-step solution A-B, with a high-tech support for passive learning. Assume that no fundamental changes in teaching, the teaching process to replace the increased use of high-technology delivery capabilities of teachers granted. Students are still learning in a passive state.
2. One-step program of A-C, with low input-based technical support learning. Assume that major reform of teaching mode, and implement a student-centered thinking, teaching some of the more common application of media technology as a supplementary means.
3. One-step program of support for A-D inputs with high-tech type of learning. Assume that in teaching the importance of high-tech teaching methods, and major reform of teaching mode, reflects many of the characteristics of teaching innovation.
Figure 1, use of technology to support teaching of the action space
4. Two-step program of A-B-D, first with high-tech support for passive learning, and later turned into based learning;
5. Two-step program of A-C-D, first with the low-input-based technical support learning, and later evolved into support for the use of high-tech type of learning.
According to my school hardware, our research mainly in the multimedia network classroom, the high-tech system is mainly used to reinforce classroom teaching. Chapter I school teacher during the spring sea Teachers designed a central question, Teaching process is divided into three parts: (1) Online Interactive Learning: Call Sky classroom software, access and learning network of teachers to the stored version of electronic teaching materials; (2) online discussion: the use of self-developed online forum for students to communicate, while between the traditional oral discussion mode; (3) review and expansion of online learning; students complete network operations, and access to reference the answer pages, according to their own learning can be detailed on this page to find the answer. Teachers in this page is also added some extensions to encourage students to acquire more knowledge.
We are teaching the following comments:
in the first phase of multimedia learning materials for students to learn the process of changing the traditional direct teaching award for the media guide of the indirect process. Student group learning, and discuss, as a mission-driven, but the problem there are differences, the cooperation of students learning the basic implementation.
means of a second step, online discussions, teachers can quickly test students, and timely feedback to students, will undoubtedly improve teaching efficiency.
review of the third stage, the use of a rich online learning resources, not only allows students to consolidate knowledge, but also may help them to expand their knowledge, is a good idea.
On this basis, we also carried out with different exploration. Reflect the students to explore, interactive guide, a multidisciplinary task with practical extension modules, collaboration, help to promote teachers as those who, heterogeneous grouping, based on an assessment of the performance characteristics. We have seen, the use of one-step solution A-C, or A-D, respectively, support the use of low-skilled or high-tech investment based learning, to achieve the purpose of teaching innovation. Through more experiments, we constructed a modern information technology and language curriculum integration
information technology will be integrated with the language curriculum, language was constructed to foster the students the spirit of innovation, innovation and the ability to solve practical problems for the purpose of learning as the main teaching methods, student self-evaluation as the main evaluation methods to construct the doctrine teaching mode. Specifically, there are three basic modes:
we build the learning community as the main carrier of online collaboration to explore the mode of competition, debate, collaboration, partnership, role-playing in five different models;
⑴ Competitive collaborative learning mode: two or more learners for the same learning content or learning scenarios, learning to compete to see who can first reach educational goals. We are in the experimental teaching, a question first, through the network, and provide relevant information to solve the problem, or freedom of choice by the student competitors, or by the teacher pointing competitors, and then independently solve the problem from the start, but can also monitor opponents at any time problem-solving situation.
⑵ adversarial collaborative learning mode: collaborators around a given theme, first determine their views; in a certain period of time through a virtual library or the Internet query information to form their own opinion; guidance teachers (or a neutral group) were screened for their point of view, selected with the anti-square, then both parties debate around the theme; debate to be discussed by both their own point of view, and then argue for each other's viewpoints; final by the tutor ( or neutral group) to rule on the arguments on both sides, views,cheap UGG boots, fully demonstrated the party wins.
⑷ partnership type of collaborative learning: in a network environment, students have a wide choice of learning partner, the students have learned by selecting their own content and search through the network of learners are learning the same content, select One of them became learning partners by mutual consent, problems when one of them, the two sides will discuss with each other, from different angles on the same exchange of views on the issue, mutual help and advise, until the problem is resolved.
⑸ role-playing-style collaborative learning mode: allow different learners and guide the students were guided to play the role, the learner is responsible for answering questions, and instructors to help learners solve problems in the learning process,UGGs, the two sides roles are interchangeable. The main way people collaborate online machine collaboration, life and cooperation, collaboration and students through three. Teachers in guiding students to
(d) in the language curriculum integration of information technology and the instructional design principles: the core of the problem driven learning; emphasis on student-centered; learning problems have started in a real scenario; emphasized the complexity of learning tasks; stressed the importance of collaborative learning; importance of non-quantitative evaluation, against the over-refinement criterion-referenced assessment; to design learning tasks to start the learning environment; should be designed to a variety of independent learning strategies.
[4]. Text is not only teaching content, through teacher guidance, self-learning and collaborative exchanges, students can learn from a variety of objects (including the course teachers, students and the community of relevant experts) and a variety of teaching resources (such as books and materials and online resources) for a wide range of knowledge.
VII, conclusions
after nearly 2 years of experimentation and exploration, we found that integration of information technology, lessons and language courses, from the teaching process, the students of the school has been greatly interested in increase, but also in the classroom, most students will seriously reflect on the content of the classroom, and the results of positive thinking to himself and to share. Especially a lot of opportunities to express themselves when no more introverted students in this environment in the network to find their own stage, enjoy the dance show their wisdom. From the perspective of teaching effectiveness, student writing, oral expression, reading and other language skills are also integrated to get a larger raise, pass all the one-time qualified. Data show that: integration of information technology and language courses, especially the integration of the network environment to play the following role:
such a way to stimulate the learning desire of students to improve student interest in learning, and such learning environment so each student can receive timely feedback, the website features user level also played a big incentive. Continuing students to learn the real power comes from within, spontaneous motivation, rather than external teachers, parents and other aspects of the pressure. In a traditional learning environment, of course, there are many effective stimulus learning forces, such as from the various incentive measures, the social environment of the potential impact, but most of the final point of today's study on the future life will be studied, if the lack of students to of intrinsic interest, the students hardly a distant goal to maintain long-lasting motivation for learning. Students to work hard for what a subject? In addition to interest outside the most direct is to score, learning content becomes alienated after the test scores, graduation certificate, admission notice, eventually leading to the student's tired of learning, education or even result in a meaningless - a departure from the original purpose of education of education . In the network learning environment, the desire of students to be excited and satisfied, and learning content standards for the evaluation of naturally occurring only in-depth study so that students can be more fully later, better performance. Some people say the network is the most important catch the eye, then the learning environment,UGG shoes, especially in a learning community with a long fixed network learning environment, only better questions, more profound thinking and more innovative ideas or provide updated material, in order to effectively attract people's attention, and learning more in depth to bring the harvest brought a creative sense of satisfaction, which further strengthen the motivation to learn, is learning to become real learning. Therefore, the network learning environment to stimulate students in intrinsic motivation, thus promoting the learning of students take the initiative of great significance.
exchange students sparks burst of thinking, this real-time communication so that everyone in a communication process, so that students state of mind is always active. Another important point I think is to give students adequate time for reflection, for the real thinking. In this learning environment, students can decide according to their own learning process, which also gave him sufficient time to think. We have a lot of time in the classroom teaching in order to complete the progress of trying to answer too pressing upon their students, the lack of sufficient time to think in depth, in particular, is difficult to really take care of the progress of all students. Sometimes the classroom on the surface active Youwenyouda, but the rapid response of students is just the kind of surface active thinking, thinking the lack of depth, long past, the students will lose the real thinking.
in such a learning process, students read through their own data, based on construction of knowledge framework to their own situation. Especially for such a literary appreciation class, the students create individual performance is more prominent.
eight Attention
language is the basis of language and writing disciplines. Through the language subjects, students should be able to use language to express its ideas and requirements. Integration of information technology and languages, you can not order integration and integration, to carry out some superfluous, and should be based on certain objectives and requirements for students through the relevant data, information collection and processing of information in a certain form of expression, effectively and fully to express their ideas and requirements of integrated learning how to learn, learn to create, learn success.
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