Rational reflection of education informationization
"Primary and Secondary School Information Technology Education"
2005-01-27
Li Dynasty, Yan Yan, Yan Liu Xiang Yongli
In February 2003, "General High School Technical Curriculum Standard (Experiment)" was introduced and identified in Guangdong, Shandong, Hainan and Ningxia 4 provinces (districts) to begin experiment high school new curriculum programs. In July of the same year, the Ministry of Education approved five publishers to write high school information technology experimental textbooks according to the new curriculum standard, and in the fall of this fall, this five sets of textbooks promote the experimental area. The promulgation implementation of the new curriculum standard quickly set off the researchers and first-line teachers discussed, learning the boom, teachers in the classroom teaching of information technology, gradually focus on the research of new courses, trying various teaching methods, learning and summarizing More information technology courses for success cases.
How did the information technology lessons have been made in the past few years? Whether the new curriculum standard, the concept, the content and method has penetrated into information technology teaching practice? With these problems, we interviewed teachers and students.
I. Problems in the construction of information technology courses
1. From the education administrative department to school, the information technology courses are actually not valued
A high school information technology teacher published a post of "Sorrow of Information Technology" in a website, causing many teachers to resonate. They generally believe that information technology is not valued in many schools by the impact of the college entrance examination baton. Even some teachers issued this feeling "I hope high school test computer, junior high school test computer, elementary school also test. Although we will have pressure, but that is also to our attention." I believe that these words are natural reveals of teachers feelings, whether complaining, or depressed, they hope to reflect the value of information technology courses in education, and reflect the value of teachers themselves. But do you solve the problem? From now on, "I have to save you, high school information technology lesson," I seem to read the helplessness and contradictory psychology of information technology teachers.
Take a look at several experimental zones that are conducting high school currency reforms. A provincial teacher reflects the new curriculum of the school's information technology disciplines is this arrangement: the first semester of the first semester will be opened in information technology, 2 credits; the second semester opens information technology elective courses, 2 credits. There is 4 credits in the information technology. After the high completion, the school is not intended to open the information technology lesson. It turns out that in many regions in promoting high school curriculum reform, starting from provincial training, it is divided into college entrance examination and non-college entrance examination subjects, and each college entrance examination subject is divided into college entrance examination and non-college entrance examination modules. "A good end course begins seriously in the experimental stage! The surface is in pursuing the promotion rate, in fact, there are many hidden dangers." National Primary and Secondary School Computer Education Research Center Beijing Research Department
Renling Spring
Dr. is commented on the practice of some provinces, such as saying.
2. From teachers to students, the idea of new curves has not been deeply rooted
Although the new curriculum has been promulgated for more than a year, teachers and students have a successful acceptance of the new lesson.
On the one hand, teachers' understanding and acceptance of new curriculum standards. The new curriculum standards identified the cultivation of information literacy as the course goal, changing the original "technical native" concept, and further put forward the concept of building health information culture, increasing the content of many humanities, so that the information technology teaching concept From the original confusion, it is from casual towards. Although most teachers recognize the ideological and forward-looking concept of new curriculum, the enthusiasm of new curriculum reform is also high, but due to the concept of new curriculum reform and the past teaching practice of teachers, there is a big difference, and the information technology teachers accept it. Many difficulties. As the teachers increased by the teachers, the levels of their concern were diversified, but in the classroom teaching, they often worked hard in the classroom teaching, and they were able to organize them from normal classroom teaching. They expect more excellent teaching plans for reference. It can be seen that the understanding of the information curriculum standard and the specific implementation of the classroom teaching may take some time, which requires experts and first-line teachers to communicate further.
On the other hand, students also have confusion on the new curriculum. Students are the audience of the new curriculum, let us listen to the voices of the students: "I have been in the course of nearly two months. I feel that most of the class learned in junior high school and elementary school, so most of the courses feel It is very bored, doing yourself, there are several courses, I am very interested, I feel very interesting, I feel that I have learned something in the information technology class, and it is very practical. I hope the teacher will program more than to program. Or the content of other multimedia production. "Many students reflect the current information technology class is" replacing the soup without changing the medicine ", have not changed the essence, boring, boring and too formula, learning is not some of the knowledge that has already learned, is already I have been eliminated, I can't afford to learn interest. An interviewed high school is confused to us: "The new curriculum is not to cultivate a creative talent. Why still repeat the old knowledge in the routing moment?" 3. From primary school to high school, the course teaching lacks Coherency
The formulation of high school information technology curriculum standards further clarifies the goals and tasks of information technology courses in high school, but is affected by various factors, the country has not yet issued primary and junior information technology curriculum standards. This has caused difficulties in the connection of the teaching materials and the systemic development of the entire discipline, lacking the support of the information technology curriculum standard for compulsory education, and the standard of high school information technology courses is difficult.
First, there is no corresponding information technology standard in primary school, lack of the definition of cultivation targets, and some of the original "Primary and Secondary School Information Technology Courses Guide" have been serious. Teachers don't know how to control information technology teaching activities, which is an important reason for the teaching chaos and disorder in the information technology in the compulsory education. A rural primary school information technology teacher sighed: our school is the same computer book from the third grade to sixth grades. I don't know how to make students learn, how should I teach. According to this textbook requirements, this part of the light painting will learn 18 lessons, and the whole semester will not make students draw!
Second, there is a lot of courses based on standards, making various primary schools, junior high school information technology courses, and the use of textbooks have a big difference, which directly leads to many students in the high school stage, and increase The difficulty of implementing new curriculum standards in high school. How to do a good job in courses, so that students can adapt to the starting point requirements of high school curriculum standards into a problem that needs to be solved.
Third, the lack of compulsory education information technology standards, let the information technology courses that are not valued, it is no wonder that some teachers have sent such a feeling. "There is no standard to make our discipline, body, beauty, etc. low".
4. Information technology textbooks are difficult
This fall, the Ministry of Education approved the high school information technology experimental textbooks prepared by the five publishers have entered the four high school new curriculum experimental zones. What is the use of these textbooks?
A high school information technology teacher in Jinan, Shandong, talks: "We now unify the new textbook published by Beijing Education Science Press. The classroom is good after the debate, the classroom atmosphere is good, the students' atmosphere The enthusiasm is also mobilized. The effect is better than the original student. I feel that the new textbook is a challenge to the teacher's overall quality. The classroom is now an open classroom, the teacher's ability to strain, the knowledge ability is high. "
However, there are also teachers to reflect the ability to operability of the textbook. Some feel that the existing teaching materials are too simple. Some have questions about how to use the textbooks to carry out teaching activities, and feel that one class must explain, operation demonstration, time has been used Almost, relevant knowledge and knowledge of reading materials do not know how to deal with. Some students do not understand new textbooks. They reflect: "Is our language lesson? Why always discuss, summarize methods?"
Reflected in regional differences and school differences, on the one hand, teachers demanded different teaching content according to the characteristics of different regions. For example, there are teachers that the textbooks in rural areas should integrate the cultural characteristics of rural areas based on the current situation of the information development of rural areas. Some teachers will promote school-based textbooks. On the other hand, many teachers have hoped that the information technology textbook can be unified nationwide, which is beneficial to the mutual communication between them. 5. Information technology teachers team is uneven
Information technology teachers not only assume the teaching tasks of primary and secondary school information technology courses, but also the main force of school informationization. They must bear both the construction and maintenance of campus network, but also help other teachers realize the integration of discipline teaching and information technology. Therefore, information technology teachers should have higher information than other subject teachers.
It is undeniable that the current information technology teachers have not yet prepared to meet the curriculum reform. Professional information technology teachers seem to pay more attention to the technology itself, lack of in-depth understanding of the learning and teaching law of education theory; the information literacy of teachers from other disciplines has to be improved, and it has not been able to control high school curriculum standards similar to artificial Many of the intelligence, object-oriented methods, etc. In addition, information technology is a new course that does not form a relatively perfect curriculum system, and the curriculum is constantly changing, and the teaching of teachers has increased difficulty. As far as it is, a considerable information technology teacher has not been able to compete for the teaching requirements of the new curriculum standard.
Second, reflection and suggestions
1. Value analysis of information technology courses
Information technology is not valued in basic education. "How much is the space survive in the information technology course?" Many teachers believe that information technology courses and curriculum have the same qualities in the ability of students. Target, the two are actually doing the same thing, so it is suspected of having the value of information technology courses. This point of view is actually a kind of self-envision.
The curriculum is responsible for the information technology content of the application level. It is a tool for course teaching (such as Chinese), emphasizes the use of information technology means during teaching (or learning). Information technology courses not only include general information kettlement, but also to the students' content and the necessary information technology ideas, methods, and principles. Therefore, information technology courses and courses are not conflict in cultivating students' information literacy. It seems like literacy, writing skills, these capabilities conduct system training in Chinese lessons, and apply in other classes.
regarding this problem,
Miao Spring
Dr. also clarified the same point of view: "At most teachers, the information technology is not high, and today, information technology is unsuccessful today. As the main channel of China's primary and secondary school students' information literacy and technical literacy, no loans. At the national level, medium The status of primary school information technology must not be weakened in a considerable period of time, but will be strengthened. When the integration of information technology and other discipline teaching and other channels are relatively mature, the primary and secondary school information technology disciplines will develop accordingly, mature Differentiation, information technology courses will continue to exist in new forms, and coexisterate with information technology applications, will still provide systematic, diverse, and specialized information technology education. "
2. Curriculum construction can't be exhausted, and two
Since the status of information technology is clear, the most important thing for information technology teachers is to explore how to build and improve information technology courses.
Nanjing Normal University
Li Yi
The professor has said a word, "technology is shaped, culture is God." same,
seedling
Dr. also explores the relationship between "information" and "technology" in information technology, saying that they are "road" and "technique" relationship. The author believes that teaching
Teacher
When teaching the course, it is necessary to change the original "as a tendency to operate", but it cannot only emphasize the cultivation of information literacy, and ignore the cultivation of the technology itself and the idea, methods and information technology scientific principles behind the information technology. The system is mastered. Handling the relationship between these aspects can improve the curriculum system of information technology to pave the way for the future development of information technology courses.
3. The construction of teaching materials should be closer to the actual
What kind of textbooks can make all teachers and students satisfied, this problem is difficult to answer. But whether the existing information technology textbook has been processed. (1) Local monopoly of the textbook, increase the transparency of teaching materials. Many teachers have not chosen the right to choose a textbook, and when they understand the opportunity of other teaching materials, when they see a good textbook, they will have an inductance for existing teaching materials, thus reducing the internal drive of teaching materials.
(2) The research and development of the textbook should be "people-oriented". An important reason for many textbooks is welcome is that it is not close to the first-line teaching. Many teachers complained: "The research and development of teaching materials is basically prepared by college experts and graduate students who have no practical work experience. Although the direction of direction is more accurate, there is no way to organize teaching according to these textbooks." Teachers are worried The textbook is just a sitting, lacking the soil of practice, will be separated from the practice of teaching.
(3) Textbooks should consider the linkage of various sections. Due to the courses of the compulsory education, the teaching materials in the compulsory education stages of the various publishers are very different, and many of the teaching materials of the primary and secondary schools lack. The connection between the teaching materials in high schools makes the teaching and research staff and teachers in the various regions, and the students are also very proactive, and the content is actively actively active, and the content is repeated, resulting in a tearctive emotion.
(4) It is necessary to have its own feature. Although the textbook is much specified, the teachers reflect the textbooks that do not only have authoritative, distinctive, and the adherence to teachers and students.
4. Teachers have to shoulder the responsibility of curriculum construction
I believe many teachers' basic idea of "cultivating information literacy" is familiar, but an important concept of the new curriculum "Building a health information" needs to be applied on the basis of understanding. This concept refers to the construction of information culture depends not only on cultural carrier (such as information technology textbooks and other teaching resources), but also between the main body of cultural activities (information technology teachers, students, information technology curriculars). Dynamic relationship. Therefore, for the construction and development of the course, information technology education teachers shoulder a lot responsibility.
(1) growing in constant learning
Information technology teachers cannot be ignored to their ability to improve their capabilities with heavy tasks. In this era that is constantly updated, teachers in this discipline should pay attention to self-improvement, and should learn the concept, goals, implementation and evaluation of new curriculums by participating in training or learning outstanding cases, and learn education theory, study teaching. Methods, constantly improving their own teaching. In teaching practice, pay attention to teachers and students 'role conversion, cultivate students' self-study spirit and innovation. In addition, participate in some research activities, will also cultivate the rigorous and scientific literacy of teachers, scientific and excellent scientific literacy.
(2) Enhance the ability to use the utilization of teaching materials, transcending the ability of the textbook
The rapid development of information technology may cause the textbook to have relatively lag. When teachers are teaching, if only the knowledge of textbooks is limited, it will not only recruit students' dissatisfaction, but also make their classroom lack vitality. The Wusheng Teacher of the Beijing Dingxiang Elementary School "One inch wide, one-mile deep" is conveyed to us such an understanding, and each teaching unit has to "small and refined", "must be in-depth and sublimation", to further process Information technology textbook.
Indeed, the information technology discipline is a new discipline, which is young and tender compared to other disciplines. It is inevitably faces a lot of problems in practice, but there is no doubt that the status of information technology is in the entire society. Come on the economy, social changes. At the same time, it is also a rapidly growing discipline. If you use the dialectical materialism to see this process, use contradictory development to review everything that happen to information technology education, we will find it in the process of advancement Continuous development and improvement. (This journalist Yan Yanna)
