Precipitation in the inheritance
- Talk about high school information technology curriculum standard self-training and experimental preparation
Zhong and Army
Peking University attached to Guangzhou Experimental School Regression Education Laboratory
Participated in national training, the experiment will begin, what are my preparations I did, and how to reflect and reposition themselves, in the state of the new course experiment, you can better do your student growth service while better Develop yourself? Take this opportunity, I am willing to share with you what I want to do in the curriculum experiment, and witnessed each other.
l Leading me before
At the end of 2002, I began to contact the high school information technology curriculum standard (hereinafter referred to as "curriculum") Establish and write work. I organized and widely participated in the topic of the online teacher's curriculum, asked many experts and teachers on many puzzles, and published insights in many publications. In June 2004, I am fortunate to Beijing to participate in the study of the national training class in the general high school.
I have experienced personal experience in the national compulsory education curriculum reform experimental area, designing the classroom teaching under the new curriculum concept, widely involving other discipline teaching cases, excellent experience and courses experiment report, reading the course education theory, information technology A large number of articles and books such as courses and teaching research and philosophical exploration of information culture, I also organized and implemented the content standards for information technology schools in the compulsory education stage and research on network school-based teaching. These help I discover and understand the problems in my classroom teaching from higher levels, and more capable to solve practical problems and grasp within law.
For more than a year, I repeatedly learned and studied the content of the curriculum, and I have continuously dried the curriculum standard in the teaching materials and discussions. I have spontaneously do some teaching empirical research on the part of the curriculum. The system planned new semester teaching. Arrangement, meticulous teaching design and teaching resource construction. I took more than three months of time to revise my website (http://www.hgjy.net) so as to make adequate preparation for my and partner's curriculum experiments and student classroom learning, becoming teachers and students. Communicate to share activities.
l Study the method and experience of the course standard
At first, I used a questioned eye to read the full text of the curriculum, I am thinking: Is the content standard describe the right and accurate? What can students get from middle school? Is there such an experience? What is the essence of subject education contained in the curriculum? ......
After listening to the lecture report report, I started the system to learn the content of the assembly. I realized that today's reconstruction today, what you need is active participation and actively build an attitude. So I re-complied my own ideas and methods of studying the curriculum. I don't want to read the book of the "Interpretation of the Lesson" and extracted the idea and discussion of self-thinking and inspiring. After three or four times of reading the curriculum, "Interpretation of the Curriculum", I put the focus on the most urgent need to understand the content or the puzzles that need to be solved.
I use the "mark method" to identify the "learning target level" to the content standard provisions. I also use the "conceptual map" to summarize the contents of the curriculum, but failed. I have established the relationship between the content elements of the curriculum content in form with other teachers. Later, in order to facilitate reading and accurate grasp the content of the class, I continued to improve the form of form. As shown in the following "Content Standards of Compliance Modules and Target Level Requirements Table":
serial number
Content standards
Intellectual goal
Skillful target
Emotional goal
Knowledge point
Level
Claim
Skill points
Level
Claim
Emotional element
Level
Claim
......
......
......
......
......
......
......
......
A112
Know the diversity of information sources and its practical significance; learn to determine information demand and information sources based on issues, and select the appropriate method to get information.
Know the classification and diversity of information sources
A2
Get the operation of information
B2
Experience information acquisition process
C1
Learn to determine information requirements and information sources based on issues
A3
Focus on information acquisition efficiency
C2
Select information to get the appropriate method
A3
......
......
......
......
......
......
......
......
Explanation: (1) In order to the standard, the content of the curriculum content standards is encoded. The "A112" in the table refers to the "Component Module" (1) Information acquisition "1. Content Standard" provision "(2)". (2) "Level Requirements" of "Knowledge Target" in the table: A1 (Understanding Level), A2 (Understanding Level), A3 (Migration Application Level); "Skill Target": B1 (Imitation level ), B2 (independent operation level), B3 (proficiency operation level); "level requirements" of "emotional target": C1 (experience (experienced) level), C2 (Reaction (identity) level), C3 (insight) The level) level). The "Learning Target Requirements and Behavior Verb" of the above reference is given.
Through this analysis, I have an overall understanding of the content and target level of the curriculum. But this method is also easy to fall into a mechanical, even aphorid understanding, because the content of the curriculum is more considered for the design (ie, versatility), but also allows more elastic selection .
l Definitely understand the curriculum standard in the discovery problem
After refining the content of the course, more and more problems are convex in front. For example, the content of the high school stage and the primary mid-stage content, the content link between the modules and the modules and the content system and the internal content system and mutual connection issues. In fact, for these issues, the first-line teachers may take the following strategies.
First, it is defined from the learning target requirements of the curriculum. As the knowledge target of "knowing the classification and diversity of information sources" in the above form reaches "understanding level", it can be assumed that the students in the junior high school are "understanding level" in the junior high school, and improvement in high schools. Go to the target level of the curriculum requirements.
The second is to analyze from the functional positioning of each module (that is, two or three paragraphs in front of the content standards in the curriculum standard). The compulsory module is the basic content of high school students to learn together. It is the reorganization, order, comprehensive and refining of the content of the compulsory education. It is the preparation and premise of learning the follow-up elective module. The elective module is more focused on the technical capabilities and human literacy, and is a platform that supports individuality development.
The third is to analyze the textbooks and chapter content linkages. The teaching materials passed by the preliminary review have strive to establish a more complete content system under the guidance of the curriculum, which can analyze the content architecture of the textbook, and the teaching target requirements of each chapter will be analyzed so that the system will grasp and understand the textbook. However, due to factors such as writing conditions, there will be more or less problems in the textbooks, and they need to be discovered and properly resolved in teaching.
The fourth is to investigate or monitor the student learning status in teaching. Before teaching implementation, I often understand the starting point level of class students. The use of tool software use experience, according to the actual conditions, take the classroom, class or shunting counseling, so that the classroom teaching will be targeted. In fact, in the classroom, there is only a harmonious and interactive implementation of teachers and students, and it is possible to implement the content of the curriculum and achieve the level of learning goals.
l Constructing personalized content system in sharing wisdom
At the training and various seminars, many of the peer teachers who have not met, I will always be very happy, you can learn more for more strength and wisdom. From the magazine I have learned more expert theories, peer experience, I can discuss and share topics online, let me benefit shallow.
In the process of teaching materials, my research and practice of my writing ideas, writing, principles, and academic conductions are repeatedly accredited and attacked. It is in a critical critique of a secondary body, I will slowly learn to observe and listen; it is in the textbook that exhausted my heart, but I have no sense of intensity, I gradually calm down, I am The prudent attitude of teaching materials is increasing, more focuses on the return of the reconstruction and life value of the classroom, and repeatedly reminds the "teacher's life value in class". I also believe that teachers cannot just only the passive users of the faithful executors and textbooks, but should be to improve their awareness and ability to develop curriculum resources (including textbook text), making themselves to effectively regulate classroom behaviors and sense of responsibility Teaching hipster hands. I always maintain the state of independent thinking and free research, adhere to the opening, cooperation and sharing on the basis of self-reliance, and build content systems and classroom culture that belongs to themselves and students on the basis of their own self-improvement. The following is the overall description of the content system of the compulsory module textbook after the reference part of my reference part: each chapter
name
Target description
Content definition
Status and relationship
Three-dimensional objectives
Chapter 1 Information and Information Technology
Excited interest, overall perception. Basic knowledge or principles are understood by case analysis, field investigation, exploration learning, etc., explore the interaction of information technology and society.
Understand the basic characteristics and application value of information, understand the history and development trend of information technology, and list the application examples of information technology and their impact.
The introduction of the book (set) book is generally summarized. It is designed to cultivate students from different levels of love for information society.
slightly
Chapter 2 Getting
Basic literacy, survival skills. Learn to determine the information demand and information source according to the issue, and select the appropriate method to obtain information, experience the information acquisition process, master the information value judgment method, learn to identify and evaluate information.
Classification and diversity of information sources, basic methods of information retrieval, network search (search engine - keywords - legal download), value judgment and information acquisition efficiency.
The overall summary summation of junior high-mid-stage stages, focusing on demand classification, method refining, from the perspective of use, is the foundation of the following chapter.
slightly
Chapter III Information Processing and Expression
Problem is solved, enhanced ability. Improve information processing and expression skills, experience software engineering ideas and methods.
Text, formal information processing is basic, focusing on refining and summarizing; multimedia information integration, intelligent tool usage, program design is a carrier of new skills.
It is the key content of this book. Heavy in refining and summarizing ideas and methods, enhances skills in solving problems.
slightly
Chapter 4 Information and Communication
Life must, feel cultural. Learn to regulate the publishing information on the network, form a good network exchange habits and awareness, and focus on emotional culture or formation.
The basic processes and ways of information release are selected according to the actual needs. The main forms and tools of information exchange, participate in information exchange activities.
It is the key content of this book. Students have most experienced experience in publishing information and exchanges online, focusing on practical analysis.
slightly
Chapter 5 Information Resource Management
Store management, experience efficiency. Recognizing the management and ordering work is to improve efficiency; feature and evaluation of information storage management characteristics and advantages.
Document storage, hypertext organization's ideological and method; network information storage and management method; utilize the efficiency and advantage of database management information.
It is an important part of this book, starting from the information resource management phenomenon of information, explores information management and efficiency issues.
slightly
Chapter 6 Information Technology and Social Issues
Moral specification, dialectical internalization. Enhance information security awareness, improve preventive ability; to see information about information ethics, be a responsible social citizen.
Computer virus and its prevention, computer crime and its hazard, information security prevention and anonymization activities brought about social problems, information ethics.
Humanistic education content. By participating in various information activities, guiding students to pay attention and discuss instances or issues. slightly
l Teaching experiment before the implementation of the curriculum
On the basis of understanding the content of the curriculum, I have also conducted some research and practice for those more hostless content (such as the basic concept of the course, the excavation of technical ideas and culture). I applied my own teaching content to actual teaching, observed and analyzed the causes and effects. The following is my teaching experiment case:
Case Name: Multi-theme works creation activities special learning
Year: The number of students in the third grade: more than 400 people: 8
Time: September 2003 to January 2004
Study: According to the classroom survey, more than 99% of the students have experience in using hyperbed processing software and presentation software, computer painting, newspapers and magazines, network retrieval and browsing, and left and right, learn from web production, animation production, etc. 100% is required to retrieve data or create information on other disciplines. Obviously, the students' differences are great, and the school cannot provide the teaching support of "elective call", so it has become a key and difficult to establish a feasible content system and classroom order.
Overall design: The first half semester uses "multi-themed works creation activities" mode, the subject is unlimited, the tool is not limited, the results are not limited, but the ideological method of software engineering is used to construct the learning process. The second half semester organizes special learning for content growth points generated in the subject activities. The teaching structure is shown below:
Effect and Reflection: 93% of the group submit a work plan and design plan, 75% of the group can submit information works, 7 classes can successfully complete the evaluation activities of works, and the classroom satisfaction rate is high. Students are very interested in the topic, and the most popularity of the picture is the highest. The case involves information acquisition, processing, management, expression and communication, etc., which is basically in line with the basic, openness and selectivity of the new curriculum, and can consider the level of students, individuality differences and content of the students in teaching implementation. Basically, "people learn value". However, in terms of concern, there is lacking in the development of all students, this form is now in time to complete the operation in time, need to further improve classroom teaching and enhancement method guidance.
Conclusions and inspiration: Software engineering methods are intended to learn content, which is conducive to students' gradual skills and methods in the experience process, but some student learning effects are not ideal; the theme teaching is conducive to make teaching content close to students daily life, learning Dynamic power, but the strictness of teaching content (referred to as a science knowledge system) is easy to be dismembered or dilated, the student experience process is easy but rational construction (such as knowledge refining, technical ideological excavation, etc.) is more difficult, but in special learning ( The ideological method of layer application and management in the picture topic). Therefore, in high school teaching, the theme teaching is not suitable for too much time, and can only work properly. The "comprehensive special" teaching organization is novel, and it is more suitable for class teaching in individual differences, but the classroom organization is difficult. The experimental object is the third grade, and the high school students have a close cognitive ability and starting level, and the classroom teaching under the idea of the new curriculum may be helpful.
I have also conducted a class of lessons for class standard design and teaching practices. If I implemented the strategy and skills of network retrieval in the first grade - "Into the North University" "Guangzhou Bridge", WPS and Word Document Typography Waiting for the case. I observe and analyze students' learning behaviors and effects from other discipline networks, examine and reflect from different levels and reflect on the lack of information technology classrooms, seeking strategies and methods for improving teaching benefits.
l Tribute experiment, my efforts
The curriculum is about to put into experiments, and it seems to have an outline of a wide educational prospect for the construction of high school information technology courses. But in the process of critical construction of the course, some doubts or opposed sounds will also be flooded, it will always be alert. However, I am more convinced that today's information technology class is "from the chaos to build", information technology courses and teachers are also being developed from survival, and I am actively involved in the upcoming curriculum experiment. In teaching, I will adhere to outstanding experiences, rebuild information class, in-depth practice and understand the content of the curriculum, and guide the teaching and research with advanced education philosophy. I will dig the inherent value of the course, seek my own development direction, and will make my own meager contribution to the development and maturity of the course on the basis of rich teaching practice. I firmly reformed the belief, the foot-on-ground practice, to maintain, develop, and jointly build a multi-cultural course building with the teachers and students.
