The new curriculum standard of Chinese has systematically reformed Chinese education from the aspects of curriculum objectives and contents, teaching concepts and learning methods, and evaluation purposes and methods. Information technology is a powerful tool and an important means to implement the new curriculum standards. In the exploration and practice of the integration of information technology and Chinese curriculum, we should give full play to the advantages of information technology and study the application mode of information technology according to different teaching contents and requirements.
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Informatization is the general trend of economic and social development in the world today. Information technology with network technology and multimedia technology as the core has become a creative tool to expand human capabilities. In order to adapt to this development trend, China has decided to popularize information technology education in primary and secondary schools, and at the same time strengthen the integration of information technology with other courses. "Curriculum Integration" teaching mode is a new perspective of China's basic education reform in the 2 1 century. It has certain overlapping, inheritance and comprehensiveness with traditional subject teaching, and has relatively independent characteristics. Its research and implementation have created a good foundation for students' subjectivity and creativity, and made school education develop towards independent and distinctive curriculum teaching.
In the exploration and practice of information technology and curriculum integration under the requirements of the new curriculum standard, people have some confusion and different opinions on how to implement the spirit of the new curriculum standard and how to use information technology, and there are also some misunderstandings. Some people think that in information technology, we must emphasize hardware construction and courseware production; Making courseware is to use multimedia technology to achieve graphic and vivid results-in fact, these views are not comprehensive.
If we want to learn, we must form certain knowledge in our minds. On the basis of reaching a certain understanding, this paper analyzes the demand of information technology in Chinese teaching, summarizes and classifies the application mode of information technology and the design and production of courseware, and then clarifies the direction and method of the integration of information technology and Chinese classroom under the requirements of the new curriculum standard.
I think we should discuss and study the following issues to form a certain understanding: What are the characteristics of Chinese teaching under the new curriculum standard? How to organize curriculum resources and implement teaching activities under the condition of information technology? What are the advantages of information technology in teaching application? How to give full play to the advantages of information technology in the teaching process? What should the courseware be like? Do you use multimedia technology to make courseware?
First, the new curriculum requirements for Chinese teaching
The new curriculum standard of Chinese has systematically reformed Chinese education from the aspects of curriculum objectives and contents, teaching concepts and learning methods, and evaluation purposes and methods. Chinese teaching under the new curriculum standard has the following characteristics:
1. Emphasize the unity of instrumentality and humanism, and pay attention to the influence of language;
2. Pay attention to the value orientation of teaching content;
3. Pay attention to students' all-round development and lifelong learning;
4. Emphasize the cultivation of Chinese basic literacy and innovative ability;
5. Pay attention to the practicality and comprehensiveness of Chinese learning, practical application and comprehensive learning;
6. Emphasis on courses for all students, different regions, different schools and different students;
7. Emphasize individual differences and different learning needs, and respect students' unique experience in the learning process;
8. Pay attention to the influence of Chinese language characteristics on students' thinking development;
9. Pay attention to the cultivation of language sense and the overall grasp;
10. Advocate independent, cooperative and inquiry learning methods;
1 1. Emphasize the development and utilization of various curriculum resources: broaden the field of Chinese learning and application, interdisciplinary learning and the application of modern technical means;
12. Emphasize the cultivation of students' information literacy: the ability to collect and process information;
13. Emphasize the equal dialogue between teachers and students in the process of Chinese teaching.
Second, the information technology environment of Chinese teaching
The implementation of Chinese teaching under the new curriculum standard faces the following problems: how to develop curriculum resources? How to improve teaching methods, organize and guide students' learning activities, and realize personalized learning and autonomous learning? How to deal with the relationship between Chinese basic literacy and innovation ability? How to communicate inside and outside the classroom and conduct comprehensive learning? There is no doubt that information technology will be a powerful tool to solve the above problems, namely.
Modern information technology characterized by computer multimedia technology and network technology will play a comprehensive and systematic role in the reform of Chinese teaching and the implementation of quality education. This is manifested in the comprehensive and systematic application of information technology in the development of curriculum resources, the reform of teaching methods and the improvement of learning methods. The application of modern information technology in curriculum development and management (such as digital editing, database management and retrieval), teaching content presentation (such as the application of multimedia), knowledge correlation (the application of hyperlink and correlation technology), teaching 1. Using information technology to optimize Chinese teaching scenes can stimulate students' interest and cultivate their aesthetic ability.
"Interest is the source of ability", therefore, stimulating students' interest is an important prerequisite for implementing quality education. In Chinese classroom teaching, teachers can dig deep into the aesthetic factors in textbooks, use music and animation to make multimedia information technology courseware, depict interesting characters and scenes, and create aesthetic situations, so as to arouse students' emotions, stimulate their interest in learning, activate their aesthetic consciousness and cultivate their aesthetic ability.
The advantages of communication between teachers and students (such as the application of network tool platform) have been comprehensively and systematically applied in Chinese teaching.
I did a research class with Four Foreign Poems Outside the Fence, the third volume of senior high school Chinese textbook published by People's Education Press, and made some preliminary thoughts and explorations on this subject.
Four foreign poems include Pushkin's The Sea, Wordsworth's The Lonely Harvester, petofi's I Wish I were the Rapids and Dickinson's Beyond the Hedge. This class lasted for two hours. This seminar is the second class.
The first class arranged learning requirements, so that students in different groups could make use of various materials (reading and recording, introduction of writers and backgrounds, text analysis, excerpts from other poets' poems, relevant comments, comparison and comparison of different versions of poems, etc. ) In the "Tsinghua Tongfang High School Chinese Material Database", I focus on self-study and go to sea. The lonely reaper and I are willing to be a torrent.
(that is, this research class) is roughly divided into three links.
1. Self-study achievement display. Each study group recommends a student representative to show Powerpoint presentation courseware and introduce the self-study results.
2. Read aloud and intensively. Read the poem Beyond the Fence repeatedly, and discuss the language and meaning of this poem with Macromedia Flash Player 6 courseware.
3. Practical feedback. Write a poem as required and post it in the discussion area of the material library in the form of reply. After the students post their homework in the discussion forum, teachers and other students can browse and comment immediately, or continue to browse and comment after class.
Third, two points of exploration.
(A) make full use of a variety of media to optimize the effect of Chinese classroom teaching.
Modern multimedia information technology means include slide show, projection, audio and video, computer courseware, network and other technical means. Nowadays, the use of computer courseware has become a widely used means in many Chinese classes. At present, the most commonly used teaching courseware in Chinese class is usually demonstration courseware. This courseware is more intuitive, rich, vivid and vivid than the traditional dictation and blackboard writing, but if it is the only multimedia information technology in Chinese class, I am afraid it will still have considerable limitations. Demonstrative courseware is usually used to prompt and present relevant teaching content, which is mainly suitable for teachers to explain and demonstrate teaching content, and it is difficult to give full play to the role of students' autonomous learning, classroom discussion, practical communication and other teaching links. Moreover, if we use a courseware to fix all the contents of the whole classroom every time, I am afraid it will be difficult to meet the actual needs of teaching.
Therefore, in the teaching process of four foreign poems, I try to make full use of different information technology means in different teaching links according to different teaching needs, maximize the students' main role and optimize the teaching effect of Chinese classroom.
The first class arranges students to make full use of the advantages of network environment and "material library" for preview and self-study. On the one hand, it greatly expands students' reading and learning scope, on the other hand, it enables students at different levels to study independently and selectively according to their own characteristics and interests. Judging from the students' classroom speeches in the second class, students' understanding of poetry has reached a certain depth, which reflects a certain degree of autonomous learning ability.
In the second class, in the display of self-study results, students use self-made Powerpoint demonstration courseware to show their self-study results, which is novel and vivid and fully stimulates students' interest in learning. Using Powerpoint demonstration courseware to assist speech is more intuitive and vivid than simple dictation, which effectively improves the quality of students' speech.
In the reading and intensive reading of Beyond the Wall, I adopted a Macromedia Flash Player 6 courseware provided by Tsinghua Tongfang Institute of Education and Technology. The purpose of using this courseware is clear-to provide a supporting platform for students' classroom discussion. This courseware is not only a few simple background pictures that match the poem, but also the presentation of the original poem and some basic tips that can be turned on or off at any time. There is also an electronic blackboard that can record the main points of students' speeches and display the teaching tips stored in advance by the teacher at any time. Simple and childlike background pictures match the content of the poem, and the key words in the poem are marked with eye-catching and bright colors. On the one hand, it has changed the monotony of traditional textbooks in black and white, better mobilized students' visual nerves and strengthened the vividness of teaching. On the other hand, students are always guided to pay attention to the text itself, and too many teachers' own views occupy the time and space for students to think independently and actively participate. Teachers always use courseware to guide and inspire students. Students are enthusiastic in reading and discussion, and their excitement has always been in the language of poetry and its thoughts and feelings.
In the practice feedback link, students' classroom learning effect is implemented, tested and improved in the classroom. In the network environment, publishing homework in the discussion area by replying to posts actually provides every student with an opportunity to publish his own work and exchange discussions with others, which is more comprehensive and effective than the traditional classroom speech in which students raise their hands and teachers call the roll.
The purpose of using different information technology means in every link of the classroom is the same-give full play to the characteristics of various information technology means, let students always become the main body of classroom activities, and optimize the teaching effect of Chinese classroom.
(2) Change the one-way structure of traditional media and realize multiple choices in Chinese classroom.
Although many teachers' self-made multimedia courseware is far richer and more vivid than traditional paper media, it still adopts the unidirectional linear organization structure of traditional media. Both the teaching content and the teaching order are arranged according to the teacher's pre-class design. Not only students can choose the focus and path of learning according to their own interests and cognitive order, but even teachers themselves can't change, add or omit any step in class. This is undoubtedly not conducive to personalized teaching, nor is it suitable for the ever-changing classroom teaching practice.
Therefore, in this research class, I chose Macromedia Flash Player 6 courseware. The biggest feature of this courseware is the use of hypertext structure to organize teaching information. Hypertext is a nonlinear information structure, which can provide many different choices at each node.
For example, when discussing the poem Beyond the Fence, each student's most touching and impressive poem is different, and the poems involved in the speech are naturally different. It is impossible for a teacher to predict and arrange the order of his speech and discussion according to the original order of the poem. In this way, we need to be able to display or close the courseware at any time according to the actual situation of students' speeches. Macromedia Flash Player 6 courseware provides such a possibility. This courseware is not a demonstration courseware at all, and any poem can be retrieved at will according to the discussion; The tips given are also optional and can be used or not according to the teaching situation. At the same time, this courseware is also equipped with an electronic blackboard, which can record the main points of students' speeches at any time and display the pre-stored teaching tips of teachers.
In essence, this hypertext structure gives students control over the system process, and students can choose to use information according to their own interests, hobbies, knowledge and experience, task requirements and learning styles, and determine their own learning paths and cognitive environment. Therefore, it is very beneficial to achieve multi-level, personalized and creative learning goals. In this kind of classroom, students' autonomy, enthusiasm and personality in the discussion can not be expressed in the classroom discussion guided by general demonstration courseware.
Four, two ideas
(A) how to use the network platform to break through the limitations of traditional classroom communication
In the traditional classroom teaching mode, the teacher stands on the platform and faces dozens of students. Communication between teachers and students and between students is usually a single channel, with extremely limited radiation range and greatly reduced classroom efficiency.
In addition, Chinese classroom teaching is limited by time and space, and the coverage of students' Chinese learning is extremely limited, so it is difficult for teachers and students to realize instant counseling and teaching interaction outside the classroom.
Network teaching environment can provide a new platform for solving such problems. Student forum can play an important role in optimizing the instant interaction between teachers and students and between students.
In the last research class, I posted the exercise topics on the BBS bulletin board of Tsinghua Tongfang Material Library, and asked the students to post their own creations in the discussion forum in the form of reply, and also to comment on other people's works. In this way, everyone's creations and comments will be announced immediately, and teachers and all students participating in the discussion can see them immediately and make corresponding feedback.
Because every student actively participates in this learning process, and independently publishes his creations and comments, and all of them are carried out under the supervision of teachers, this not only ensures that every student has the opportunity to express himself, but also ensures that every student's creations and comments can focus on the center of classroom teaching and prevent them from deviating from the learning theme. Therefore, this is a kind of feedback method of classroom discussion with high learning efficiency, which is very beneficial to cultivate students' innovative spirit and creative thinking.
At the same time, the students' creations and discussions are kept in the forum in the form of words, which makes this learning activity extend outside the classroom for 45 minutes. After students go home, they can continue to publish their works and comment at any time as long as they log on to the campus website. In this way, the time and space of this course have been greatly expanded. After this workshop, students published their works and discussed in the forum for more than two months, and accumulated nearly 200 poems. The harvest of this class is obviously much richer than that of the research class under the traditional classroom mode.
However, how to make full use of the online teaching platform to make Chinese teaching really break the limitation of "45 minutes" and "one classroom" and optimize students' autonomous learning, cooperative learning and research-based learning is extremely limited. This is what I will continue to think and explore in the future.
(B) How to optimize the allocation of resources and improve the conditions for students to participate in class.
The application of modern information technology in Chinese classroom teaching must depend on the related hardware environment. At present, there are two main ways to use information technology in Chinese classroom: a computer controlled by a teacher plus projection equipment, or a network classroom under the campus network environment. In the online classroom, every student has a computer. Teachers can freely switch students' computers between the teacher's operating system and the student's operating system by using the control system according to the needs of the classroom, which can better realize students' immediate participation.
However, at present, in many online classrooms of schools, computer monitors are placed in the center of desks in front of students, and rows of high monitors block the communication between students and teachers, which hinders the communication between teachers and students. On the contrary, the classroom atmosphere is not as intimate as that between teachers and students in traditional classrooms. This research class also has this problem. How to better optimize the allocation of resources and improve students' classroom participation conditions needs to be explored in the future.
"The integration of modern information technology and Chinese curriculum" is an important subject to realize the modernization of education. There are still many problems to be discussed in this field. I believe that further discussion on this topic will surely bring us into a brand-new teaching field.
Verb (abbreviation of verb) The development and utilization of Chinese curriculum resources under the condition of information technology
Due to the changes in teaching objectives, teaching methods and learning methods, Chinese teaching puts forward new requirements for curriculum resources of Chinese teaching, which requires the development and utilization of various curriculum resources inside and outside the classroom. Undoubtedly, information technology is the most powerful tool to solve this problem, which is reflected in the development, integration, management and utilization of curriculum resources:
1. Explore and integrate all kinds of curriculum resources through the Internet and professional education and teaching resource database.
All kinds of portals, professional education and teaching websites and resource banks contain incomparably rich resources such as documents, papers, books, graphics, images, audio and video, covering natural scenery, cultural relics, customs, major events, people's lives, scientific and technological inventions and other fields, which can provide rich resource support for teaching activities under the new curriculum standards.
If these resources are to be transformed into Chinese teaching curriculum resources that meet the requirements of the new curriculum standards, they need to be further integrated to meet the requirements of facing all students and respecting individual differences. The process of integration is to make it a hierarchical (for different students) systematic (to promote learning activities) resource. This requires screening, induction, summary, comparison and analysis of resources to form our secondary or tertiary literature, which is the deep processing of resources.
2. Manage course resources through computer database management system.
The increasingly rich curriculum resources put forward new requirements for the management of resources. It is impossible for traditional management methods to manage such a huge amount of data. Therefore, it is necessary to realize the digital management of curriculum resources, store the digital resources on computers or servers, manage them by using database management system, and realize the functions and requirements of resource classification, query, retrieval, browsing, use and processing through local computers or networks.
3. Give full play to the advantages of computer and network technology to develop courseware.
Courseware is a kind of education and teaching software, which is used to teach one or several knowledge points relatively completely (extracted from the Metadata Specification of Basic Education Teaching Resources by the Technical Standards Committee of Education Informatization of the Ministry of Education).
With the continuous improvement of teachers' application level of information technology and the continuous exploration of the integration of information technology and Chinese courses, with the construction of school hardware environment and the development of network technology, information technology means will be fully applied in Chinese teaching, and at the same time, people's demand for Chinese courseware will continue to increase, and demands for courseware such as appreciation and interaction will be put forward. According to different teaching contents and needs, courseware with different forms and functions can be developed. However, no matter what kind of courseware it is, it should be scientific, educational, practical and artistic. This requires us to design the teaching content scientifically and reasonably, and analyze the functional requirements and manifestations of the courseware.
Facing the reform of Chinese teaching and the development of information technology, courseware should have the following characteristics:
(1) networking
The information age is an era when * * * enjoys resources. According to the characteristics of * * * enjoying resources and information transmission, the courseware should not be too large. The courseware design should be optimized, and it is best to design it as a network courseware so that others can use it conveniently through the network.
Networking also contains another meaning, that is, the networking of courseware knowledge structure and presentation mode, such as the networking design of navigation or columns, the correlation between knowledge and so on.
(2) Universality (instrumentalization)
To realize the enjoyment of courseware, courseware design should not be too personalized but universal, emphasizing the tool function of courseware and the support of courseware for different teaching designs and teaching processes. There is no contradiction between the universality of courseware and the individualization of teaching. It is precisely because of the universality of courseware resources that it is more conducive to teachers to organize personalized teaching.
(3) Interaction
We should attach importance to the interaction of courseware, emphasize human-computer interaction, highlight students' participation, and emphasize everyone's interaction, so that students can effectively absorb knowledge through courseware in different time and space and learn in time. The interactivity of courseware is the technical basis for students' autonomous learning, exploration and discovery. There is also giving full play to the function of network interaction. For example, BBS and chat rooms are ideal places for students to discuss problems and cooperate in learning. They are the organic combination of subject teaching, multimedia technology and network platform.
(4) Integrability
The design scheme of a courseware embodies a teaching idea or teaching method, which may not be universal. Similarly, the effect of a courseware in different periods is also different. How to keep the effective part of a courseware and make simple modifications before putting it into use is a new requirement for courseware. Therefore, in the process of courseware design, we should pay attention to openness and reconfiguration. Modular courseware and courseware based on resource base are gradually accepted by most courseware makers. It is like a children's building block toy, which can be assembled and combined at will, and users can add or reduce the corresponding content according to their needs to selectively serve teaching.
(5) intelligence
The search engine technology, database management technology, object-oriented programming technology and data logic operation technology provided by information technology can all be applied to courseware, thus making intelligent teaching software, such as intelligent answering system, intelligent test paper generating system, intelligent scoring system and intelligent learning guidance system.
(6) Personalization
The new curriculum standard emphasizes students' autonomous learning and respects students' personalized behavior. Our courseware should meet this requirement in design, selection and presentation of knowledge content, use and function. It should be emphasized that the personalization and universality of courseware are not contradictory, and personalized courseware will be more universal.
With the deepening of quality education reform and the implementation of new curriculum standards, our exploration of the integration of information technology and Chinese curriculum will be a continuous development process. In this process, front-line teachers and Chinese education researchers need to participate actively. I believe that with everyone's participation and exploration, the integration of information technology and Chinese curriculum will bear fruit one after another!
refer to
[1] Sang Xinmin's Revolution of Traditional Culture and Education Caused by Contemporary Information Technology, Modern Educational Technology and Modern Education, Guangxi Normal University Press,1August 998.
[2] He Kekang's "Theoretical Thinking on the Integration of Information Technology and Curriculum" and "Audio-visual Education in Primary and Secondary Schools" 200 1 issue.
[3] Wu Liu, "The Basic Trend of Chinese Teaching Reform in the Information Society", "Modern Educational Technology and Modern Education", Guangxi Normal University Press,1August 998.
[4] Huangpu's Comprehensive Curriculum and Curriculum Integration Law, Curriculum, Teaching Materials and Teaching Methods 1996 No.1 10.