How information technology is y integrated with education and teaching

Informatization is a major trend of economic and social development in today's world, with network technology and multimedia technology as the core of information technology has become a creative tool to expand human capabilities. In order to adapt to this development trend, China has determined to universalize information technology education in primary and secondary schools, and at the same time to strengthen the integration of information technology and other courses. "Curriculum integration" for an information technology teacher is often to face the most practical problems, often in the teaching work with peers to discuss the use of information technology to other courses, information technology to other courses to bring what? The answer is yes, the broadening of ideas, broadening of knowledge, changes in teaching methods and so on. So, what are the pedagogical objectives and major tasks of IT education in primary and secondary schools? What are the teaching priorities of IT education in primary and secondary schools? What role does IT play in the integration of IT with other subjects, especially in classroom teaching? How can we make the learning of IT more conducive to the cultivation of students' innovative spirit and practical ability? Figuring out these questions is of great significance to our teachers' practical work.

I, primary and secondary school information technology education teaching objectives and main tasks

Information technology has broadened the channels and scope of people's access to information, greatly enriching the information resources for personalized, independent and interactive learning provides a stage for the implementation of the vivid, lively, active learning can be carried out to enable lifelong education, the concept of a learning society can be realized. Information technology is not only a means to help teachers impart knowledge, but also a handy teaching medium to serve them in teaching their subjects, a tool to improve the efficiency of education and teaching activities and better quality education; for students, information technology is a cognitive tool to learn knowledge and improve skills. The measure to popularize IT education in primary and secondary schools is to include IT courses in the compulsory curriculum. The objective of the IT curriculum is "to equip students with the ability to acquire, transmit, process and apply information through the IT curriculum. To cultivate students' good information literacy, to use information technology as a means to support lifelong learning and cooperative learning, and to lay the necessary foundation for adapting to learning, working and living in the information society." The main task of the information technology curriculum for primary and secondary schools is: "to cultivate students' interest in and awareness of information technology, to enable students to understand and master basic knowledge and skills of information technology, and to understand the development of information technology and its application's profound impact on human daily life and science and technology."

Two, primary and secondary school information technology education teaching priorities

I am so that the predecessor of this course of information technology is computer teaching, from the computer to information technology change I think it is a breakthrough and a leap. From a single computer to online to the network through the inevitable change in the information technology course objectives and development, that is, from the "computer culture theory" to "computer tools theory", and now proposed to cultivate students "information literacy "It is the continuous improvement of human understanding with the development and progress of society. For our 21st century students, the basic "information literacy" should include:

1. The ability to obtain information. According to their own learning requirements, active, purposeful to find information, and through a variety of media, such as the Internet, books, newspapers, television, or their own personal investigation, visits, etc., to collect the information needed.

2. The ability to analyze information. The ability to filter and identify the information they need, judge its credibility, and then categorize the information that they think is real and useful.

3. The ability to process information. The same type of information obtained from different channels to synthesize, combined with their own original knowledge, reorganize, organize, store, and be able to convey to others in a clear and concise manner.

4. The ability of information innovation. In information processing, through induction, synthesis, abstraction, association of thinking activities, to find out the relevance, regularity of the clues, or can analyze the root cause of things from the surface phenomena, to come up with innovative information.

5. The ability to utilize information. Utilize the information available, use information technology or other means to analyze and solve various practical problems in life and study.

6. A sense of collaboration and the ability to exchange information. To be able to expand the scope of their communication through the Internet and other platforms, to face the world and broaden their horizons, and to be able to use information technology to strengthen contact and collaboration with others.

Third, the ways and means of curriculum integration

Curriculum integration should be divided into several steps.

The first step, information technology courses, information technology as a learning object. Information technology courses are offered as a specialized subject, mainly learning the basic skills of information technology and the use of basic tools.

However, the information technology course is not simply to learn information technology itself for the sake of learning, but also to develop the habit and ability of students to use information technology to solve problems. Therefore, it is equally important to follow the concept of curriculum integration and to integrate information technology as a tool to be learned in practical tasks. For example: Microsoft Word word processing learning can be completed in the form of a class newspaper for teaching. Microsoft access database management system learning can be completed in the form of address book for teaching and so on, because we all know that the knowledge of life is richer than the knowledge in the textbook and more exciting, students like to stay close to life, its effect! The students like to be close to life, and the effect can be said to be twice as effective with half the effort.

The second step, integration with other subjects, information technology as a teaching tool. Students in the teacher's organization to use information technology for learning, information technology completely for the teaching of other subjects.

At present, in the teaching of primary and secondary school information class there is a widespread phenomenon, good students think that the information class is delaying their learning time, almost students think that the information class is a rest class, is a play class. So it is very difficult to improve students' interest in learning, not to mention independent learning. To address this phenomenon in my high school information class teaching is to do, first of all, according to the teaching objectives of the teaching materials to analyze and deal with, decide what form to present what teaching content, and in the form of courseware or web pages presented to the students. For example, students nowadays require wider and broader knowledge, but their requirements cannot be satisfied from textbooks. Language from the author's biography, writing the background of history, the mood of the article, etc. can use multimedia form to show its effect is self-evident. Mathematics through intuitive lines, surfaces, graphic movements will deepen students' understanding of geometry, broaden their thinking on problem solving, boring math will be alive. There is no need to say more about the other lessons ......

I will take an information lesson I took as an example to give a brief overview of some of my experiences in integration.

The lesson I taught was about using search engines to find information on the Internet. This lesson is learned on the basis that students have mastered the basic knowledge of the network, have a perceptual understanding of the Internet, can quickly search for relevant information, and can create simple web pages. Considering that most of the students will use the search engine to find information, I put the focus of this lesson on how to find the information used in daily learning, the purpose is to allow students to develop good habits of independent learning, network information technology as a tool to support learning from this aspect of the integration of information technology and subject curriculum. Information technology class syllabus clearly states that: the transfer of knowledge and skills should be based on the completion of typical "tasks", the establishment of the "task-driven" teaching principle. This principle highlights the idea of "learning by doing", combining students' independent learning with the completion of tasks.

According to the students' usual progress in various subjects, we purposely choose some interesting and relevant contents to the knowledge of various disciplines and set up several tasks for students to learn independently, with the ultimate goal of utilizing information technology to complete the tasks and expand their own resource base. Specific practices are as follows.

1. Setting tasks: using the knowledge gained, search for relevant information, expanding into their own resource base. Language: about Mr. Qian Zhongshu and Mr. Yang Jiang; Physics: about the positioning of sonar; Chemistry: the role of metals in health; History: the evaluation of Chen Duxiu; Geography: the study of the pollution of the Yellow River.

2. Completion method: students are divided into groups, each group has one or two students with higher level, each member chooses a subject, reasonably uses the knowledge, retrieves the information on the network, downloads it, and finally the information is summarized by the members of the group together, expanding it to the resource base, and each group can discuss with each other when solving the problem and study each other, so that the students can actively collaborate and use their collective strength to complete the task. collective strength to accomplish the task.

3. The groups exchange results and comment on each other's work.

4. The teacher summarized the comments: students have done a good job, find the content is very innovative, rich, greatly expanding our

knowledge capacity, enriching the content of the learning site, due to the relationship between the time, many students still have a large number of content has not been added to their own website, students can also use the class time to find some more relevant content, expanding into their own The resource library.

In the organization of this section of the information technology course of study, on the one hand, according to the actual situation of the students to guide, on the other hand, to put more energy on guiding the students to carry out thematic research study, to hand over to the students to learn the method of learning, information technology and subject learning integration. In the activities to exercise and improve students' comprehensive ability to cultivate students' creative independent discovery and independent exploration ability.

In the whole teaching process, the students' subjectivity and individualization are reflected to a greater extent, and such a teaching atmosphere is very conducive to the cultivation of students' innovative spirit and problem-solving ability. Similarly, the teacher, through the integration of the task, played its leading role in various forms and means to help students learn, and further mobilize the students' enthusiasm for learning, but also drive them to learn on their own. Like this let students start from solving practical problems, in the process of processing information, communication, mutual cooperation to master the application of information technology to solve problems of ideas and methods, and at the same time encourage students to learn information technology knowledge actively applied to practice.

The third step is a research-based curriculum with information technology as a learning tool. Students, as active learners, acquire and exchange information with the help of information technology in a manner similar to scientific research, and eventually complete their research tasks in the form of computerized works.

Integrated tasks in research-based courses are generally not the contents of the textbook, but the extension of the class, or even socially realistic topics, such as environmental protection, tourism-type issues, and so on. The setting of topics should take into account the cognitive ability and age characteristics of students and adopt the principle of gradual progress. Generally the lower elementary school grades are based on practical life activities, the upper elementary school grades are based on comprehensive social subject learning, the middle school is based on discipline-based comprehensive practical activities, and the high school is based on comprehensive subject learning.

The research-based curriculum transcends the traditional framework of single-subject learning, which takes issues of interest to students in social life according to their cognitive levels and accomplishes the curriculum goals in the form of thematic activities. Through subjective, exploratory and creative problem-solving processes, students organically combine knowledge from multiple disciplines, academic and experiential knowledge, inside and outside the classroom, and school and society to maximize the harmonious and unified development of students' minds and bodies.

From the characteristics of the research-based curriculum, more prominent in the student's subjectivity and participation in the process. In the whole process of research, from the formation of the research program, the implementation of the program, to the completion of the final task are completed by the students themselves, and teachers only on the students to choose the topic, the method of collecting and analyzing information and other general guidance.

This step of the teaching is more open and flexible more will stimulate the desire of the students to know the performance, I think the students are now missing is this, it can be said to change the whole of the traditional methods of education, is the realm of the students and teachers can only dream of.

In short, information technology as a cognitive tool for curriculum integration will undoubtedly be the dominant course of study in the information age, will certainly become the main method of teaching and learning in the 21st century school education. Therefore, in China's current actively promote the modernization of education, informatization of the background, advocating and exploring the teaching of information technology and curriculum integration, for the development of students' "information literacy", to cultivate students' innovative spirit and practical ability, has a very important practical significance.