Research on information technology promoting the reform of teachers' teaching methods

The Key Issues of National Education Information Technology Research in the Twelfth Five-Year Plan

Sub-topic "Research on the Implementation Strategy of Innovative Curriculum of Educational Informatization"

Research on the Strategy of Information Technology Promoting the Reform of Teachers' Teaching Methods

Practical prescription cases

Research Group of Zhanggu Junior High School in Zhu Tuo Town, Yongchuan District

I. Project background

1, the requirements of the times

With the rapid development of modern information technology and the popularization of computers, the application of modern information technology in the field of school education is more and more frequent, which has caused a series of changes in the original teaching mode, teaching environment and teaching methods. As one of the main factors in education and teaching activities, teachers play an irreplaceable role. Only a team of teachers with high professional quality and dare to innovate can improve the quality of school education and teaching and effectively promote the development of teachers. Therefore, it is urgent to widely use information technology to promote the reform of teachers' teaching methods.

2, the actual school

Our school will soon be equipped with Banbantong, computers, display platforms and televisions. Some teachers try to change the teaching methods on the basis of the existing multimedia information equipment, such as using PPT courseware in class, using display platform to help students understand images and so on. But this is only the primary individual behavior of teachers, and the school has not systematically studied and guided this aspect. Therefore, under the background of information technology, it is urgent to promote the scientific and effective transformation of teachers' teaching methods.

3. Research status quo

With the deepening of curriculum reform, information technology with multimedia computer and network communication as the core has more and more profound influence on education and teaching. Many teaching researchers and teachers have made beneficial explorations on the combination of information technology and education and teaching. For example, Dr. Qi Yuan of Northeast Normal University published "Research on Teaching Design Ability of Primary and Secondary School Teachers in Information Technology Environment" on May 1 2009. A Brief Talk on Promoting Professional Development by Using Modern Information Technology published by Ren Guoqiang in the No.2012 issue of Education and Teaching Research, and A Study on Promoting Professional Development of Rural Key Teachers by Using Information Technology published by Xu Minna in the No.2008 issue of Zhejiang Modern Education. Ding Gang's New Technology and the Reform of Teaching Methods-the Core of School Reform published in Modern Distance Education 20 13, and the Reform of Teaching Methods of Information Technology Course published in New Curriculum I 20 1 12.

Second, the significance of the topic

Through the research of this topic, teachers can change the traditional educational growth behavior, such as online learning and further study, improve the ability and awareness of network application, and provide a broader platform for promoting teachers' sustainable development. Let all kinds of network platforms and resources effectively combine with teachers' subject knowledge, teaching ability and scientific research ability. First, promote the development of personal professional ability and improve professional quality; The second is to change the teaching methods and improve the teaching effect.

Third, the concept definition

1, information technology

The "hardware" of information technology includes computers, networks, multimedia classrooms and communication equipment between classes. Teachers' ability to use multimedia, network and class communication equipment for teaching design; Various educational and teaching resources; The ability of students to obtain information constitutes the "software" of information technology. The organic combination of hardware and software is called information technology.

2. Teaching method reform

Using modern educational information resources, we should change the closed, single and monologue indoctrination teaching centered on teachers, textbooks and classrooms, and turn to heuristic teaching centered on students' development to build democracy, openness, equality, respect and interaction.

3. Teaching skills

(1) design skills ① skills of making lesson plans, ② skills of writing lesson plans, ③ skills of understanding students.

(2) Classroom skills: ① skills of organizing teaching and introducing new courses; ② Skills of using teaching language; ③ the skills of questioning and questioning; ④ blackboard writing skills; ⑤ Teaching skills; ⑤ skills of summarizing and ending the course.

4. Strategy

Ways and means, that is, to study how to organically combine information technology with traditional teaching methods.

Fourth, the guiding ideology

1, educational informatization theory

Educational informatization provides environment, conditions and guarantee for quality education and innovative education. Students use the information environment of education to search, collect and process information to realize discovery learning and problem learning, which is of great significance to the cultivation of innovative talents.

2. Constructivism learning theory

Learning is the process of acquiring knowledge. Knowledge is not taught by teachers, but acquired by learners through meaning construction with the help of others (including teachers, learning partners and technical channels) under a certain social and cultural background.

3. Cognitive learning theory.

People's cognition is not directly given by external stimuli, but the result of interaction between external stimuli and internal psychological processes of cognitive subjects. According to this view, the learning process is interpreted as an active and selective information processing process in which everyone uses past knowledge and experience to stimulate current work (such as teaching content) according to their own attitudes, needs and interests. The teacher's task is not simply to instill knowledge into students, but to stimulate students' interest and motivation in learning first, and then to organically link the current teaching content with students' original cognitive structure (past knowledge and experience). Students are no longer passive recipients of external stimuli, but active subjects who selectively process the information provided by external stimuli.

The Research and Design of verb (the abbreviation of verb)

(A) Research objectives

1, through the training of teachers' information technology, realize the organic integration of information technology and subject teaching, and improve teachers' ability to organize teaching by using information technology.

2. Through teaching practice, explore more effective teaching methods under the background of information technology to improve the effectiveness of classroom teaching in rural junior high schools.

3. Through the establishment and use of teaching resource database under information technology, we can realize the co-construction and sharing of education and teaching resources, reduce unnecessary duplication of work, and put more energy into teaching research, thus promoting teachers' professional development.

4. Through the reform of teachers' teaching methods, change students' learning methods, improve the quality of education and teaching in our school, and break the bottleneck of improving the quality of education and teaching in our school for many years.

(2) Research content

1, training strategy.

(1), education concept training ① expert guidance. (2) send it to study. ③ Learn from each other.

(2) Information education skills training.

① Daily maintenance and simple fault maintenance of computers and daily peripherals; (Common knowledge of computer maintenance, analysis and solution of common faults)

② Basic operation of ②ord2003; (Text editing, typesetting and page design, table and graphic processing)

③ Basic operation of ③xcel2003; (Input of various data and expressions, formatting of tables, management and analysis of data, use of charts)

④ ④ Basic operation of OWERPOINT 2003; (Design and layout of slides, insertion and editing of various media files, presentation of slides and packaging of slides)

⑤ basic operation of rontpage 2003;

⑥ Basic operation and playback of Lash8;

⑦ Basic operation of computer network (use of browser, sending and receiving e-mail);

⑧ The connection between the booth/projector and the desktop/computer and the switching of display output;

Pet-name ruby booth//projector daily maintenance and matters needing attention;

Participate in the frequency booth showing physical projection and experimental demonstration;

(3) Training of teachers' teaching skills.

2. Resource pool strategy.

(1) Research on the construction strategy of electronic lesson preparation room.

(2) Research on the construction strategy of test question bank.

3. Lesson preparation strategies.

(1) Research on the way of preparing lessons under the condition of information technology.

(2) Research on the requirements of preparing lessons under the information technology conditions.

4. Classroom teaching strategies.

Research on teaching mode under information technology (1).

(2) Research on teaching methods under the condition of information technology.

(3) Research on classroom practice methods under the condition of information technology.

(4) Research on the method of classroom summary under the condition of information technology.

(5) Research on the method of expanding knowledge under the condition of information technology.

(6) Research on the evaluation mechanism of teaching effectiveness under the condition of information technology.

4. Reflection strategy

(1) Reflection after teaching. (2) Experience summary. (3) Case reflection.

(3) Research methods

1, investigation and research method

Through questionnaire survey, discussion between teachers and professional information technology personnel, we can understand the current situation of students' learning and teachers' use of information technology, so as to make the research more targeted and effective.

2. Case study method

The members of the research group selected seven backbone teachers as the research objects, and conducted a follow-up investigation on their use of information technology to improve classroom efficiency and their professional growth.

3. Comparative research methods

Organize the same class in a heterogeneous way, and compare the benefits of the classroom under information technology with those of the traditional classroom.

4. Experience summary research method

Using the method of experience summary research, we can summarize cases and stages in time, find problems in time, and carry out the next research work.

Research principles

1, the principle of unity of systematicness and comprehensiveness.

Teaching mode is the result of comprehensive and systematic teaching activities in all aspects and a complete reflection of the process of teaching activities. Any teaching mode has a set of systematic and structured methods and strategies. Therefore, the construction of teaching mode should comprehensively design all aspects of teaching activities, such as teaching objectives, teaching contents, teaching guiding ideology, teaching methods, teaching organization forms and teaching evaluation. , so that all elements cooperate with each other to form a complete teaching activity system with optimized combination.

2, the principle of unity of theory and operability.

Any teaching mode is constructed by teachers according to certain teaching theories, permeates all elements of the teaching system, and restricts and standardizes the teaching operation procedures and methods. However, the teaching mode is not a teaching theory. The difference between teaching mode and teaching theory lies in operability. Any mature teaching model must have its specific logical steps and operating procedures, as well as a series of operating strategies to make the model effective. Without these operational elements, it is not a teaching model, so the teaching model must be unified in theory and operability.

3, the principle of unity of science and effectiveness.

Teaching mode must be based on scientific educational theory, and the content, procedure and evaluation system of the mode should be complete, but besides emphasizing that the teaching mode should have these scientific and complete contents and forms, it must also be emphasized that the teaching mode should be effective. In other words, the teaching mode should be not only available, available, but also effective, which can provide practical operational help for specific teaching and learning and effectively improve teaching efficiency.

4. The principle of unity of reference and innovation.

Building a new classroom teaching model needs to learn from the reasonable core of the traditional teaching model, but learning from it does not mean copying it. Any new teaching mode is more advanced than the old one. In the process of transformation, the new ideas, new methods and new technologies of modern education are integrated into classroom teaching, and the organic combination of learning and innovation is emphasized, so that the classroom teaching mode is more complete in content, novel in structure and more effective in function.

Verb (abbreviation of verb) research strategy

1, set up the training mechanism of teaching information technology and teaching skills. Mr. Luo Hao is responsible for information technology training, and Mr. Luo Ping is responsible for teaching skills (such as curriculum standard training and textbook training). ), hoping to realize the effective integration of information technology and teaching.

2. The research focuses on the strategy research of teachers' preparation methods before class and the change of methods in all aspects of class.

Teachers use network resources and platforms for autonomous, cooperative and distance training, learn advanced education and teaching concepts, watch high-quality classroom records, study high-quality teaching designs and teaching cases, constantly study, practice and reflect, constantly explore new teaching methods and constantly surpass themselves.

Massive network resources are a treasure house to supplement the shortage of teaching materials. Teachers enrich the subject curriculum resources by downloading, adapting and innovating, which provides resource guarantee for students' autonomous and inquiry learning, and gradually makes teachers form resource consciousness.

Traditional teaching designs are all handwritten, so it is difficult for teachers to modify or share them with their peers. Moreover, it is extremely unlikely for students to learn independently by looking at the teacher's design. Nowadays, information technology is used to prepare lessons electronically, so that the teaching design can be presented online, which is convenient for teachers and students to learn and communicate.

Information technology makes teachers work hard before class, and the effect is reflected in the classroom. Teachers store and share study notes, course resources, cases, teaching designs, classroom practice videos, etc. In the electronic portfolio, we can learn from each other and reduce the burden of preparing lessons.

In the teaching process, the way of each link is changing. First, from the lead-in link, teachers should create real, vivid and interesting problem situations for students, which run through the classroom. The real and vivid situation makes students feel that they are the characters in the situation, which stimulates students' interest and arouses their enthusiasm. Second, teachers can arrange the knowledge and content to be learned into tasks that students need to complete, so that students can experience the fun of exploring and completing tasks independently in real situations. Cultivate students' ability to find, ask, study and solve problems in the process of completing tasks. In the whole inquiry activity, teachers should guide students to master research methods and learning strategies, guide students to collect, process and process relevant information around special topics, develop learning resources inside and outside the school with students, and jointly answer and solve problems. Finally, the classroom efficiency is improved.

3. The person in charge of the project shall build relevant systems, such as teacher information technology training and assessment system and student evaluation system. And use this system to ensure the smooth progress of the project research.

Sixth, the experimental steps

1, preparation stage: (20131-2013 March)

Set up a project team, divide responsibilities, and clarify their respective responsibilities and tasks. The members of the research group demonstrate the feasibility of the research implementation, draw up the research plan and initially form the implementation plan.

2. Implementation stage: (April 20 13-May 2065438+06)

According to the project implementation plan, carry out the project research work, earnestly practice and record the accumulated data, constantly modify the plan, sort out the process data and refine the stage results during the experimental research.

3. Summary stage: (201June 6-2065438+July 6)

Collect data, make a comprehensive summary, and ask the superior competent department to check and accept the experiment of this topic together with experts, and complete the report.

Seven. Expected result

1, essays

2. School-based teaching materials for information technology training

3. Establishment and utilization of educational information resources.

4. Class record (CD)

5. Establishment of evaluation mechanism

6, skilled in the use of information technology discipline backbone training mechanism.

7. Effective classroom teaching mode under information technology.

8. Closing report

Eight, research institutions

1, subject research expert steering group

Liao (Director of Yongchuan Institute of Educational Science)

He Zhonghua (Deputy Director of Yongchuan Education Information Technology Equipment Center)

2. Research Group

General Manager: Luo Yongxian.

Main researchers: Hu, Luo Ping,,.

Participants: Nie Qiang, Pi Ruqin, Deng Gang, Pan Xiaoyi and Qin Qin.

Liu Xianghai Zhang Xueliang Liu Siqun Feng Zengbo

3. Specific division of labor

Luo Yongxian: Project leader, responsible for the research, organization, management and funding guarantee of the project. The formulation of relevant system is responsible for the strategic research of "student evaluation teacher system" under information technology.

Hu: Organization, implementation and coordination of specific projects. Hire experts to the school to guide the work, organize study and training abroad, and communicate and contact with foreign countries. Responsible for "strategy research on changing lesson preparation methods before class".

Luo Ping: Write the implementation plan, phased plan and summary of the project experiment, and be responsible for "making full use of the advantages of information technology to promote the research on the transformation strategy of teaching methods in all aspects of the class". Paper collection, class record.

Yu Yonghai: Construction of resource database, responsible for "teacher information technology training, post-training evaluation strategy research".

Luo Hao: Teacher training of educational information technology.

Nine. budget

Data fee, training fee, transportation fee 10000 yuan, and network resource construction is 20000 yuan.

20 13 March

Main references:

1. Research on Promoting the Professional Development of Rural Key Teachers by Using Information Technology

Modern Education in Zhejiang by Xu Minna, 09, 2008.

2. Talking about the Use of Modern Information to Promote Professional Development Ren Guoqiang 20 12 06 Education and Teaching Research

3. The change of new technology and teaching methods-the core of school reform. Ding Gang, Modern Distance Education, 2013,02.

4. "The resistance and countermeasures of the transformation of rural junior middle school teachers' teaching methods"

Educational theory and practice, Han,,, 2012,02.

5. "Using information technology to change teaching methods" Shi Dianbin "Inner Mongolia Education"

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