Integration of information technology and Chinese courses under the requirements of the new curriculum standards
Abstract: The new Chinese curriculum standards include course objectives and content, teaching concepts and learning methods, evaluation purposes and methods, etc. In this regard, a relatively systematic reform of Chinese language education has been carried out. Information technology is a powerful tool and important means for implementing new curriculum standards. In the exploration and practice of integrating information technology with Chinese courses, we should give full play to the advantages of information technology and specifically study the application of information technology according to different teaching content and teaching requirements. model.
Introduction
Informatization is a major trend in economic and social development in today's world. 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, our country has determined to popularize information technology education in primary and secondary schools, and at the same time strengthen the integration of information technology with other courses. The teaching model of "curriculum integration" is a new perspective for my country's basic education teaching reform in the 21st century. It has a certain degree of intersection, inheritance, and comprehensiveness with traditional subject teaching, and has a relatively independent teaching type. Its research and implementation create a good foundation for students to display their subjectivity and creativity, and enable school education to develop in the direction of independent and distinctive curriculum teaching.
In the exploration and practice of integrating information technology and curriculum under the requirements of the new curriculum standards, people have some confusion and different opinions on how to implement the spirit of the new curriculum standards and how to use information technology, and there are also some understandings some misunderstandings on. Some people think that engaging in information technology should emphasize hardware construction and courseware production; making courseware means using multimedia technology to achieve the effect of pictures, texts, and vivid images. In fact, these views are incomplete.
If we want to study, it is necessary to form a certain political awareness in ideological concepts. On the basis of reaching a certain level of knowledge, analyze the needs of information technology in Chinese teaching, summarize, summarize and classify the application models of information technology and the design and production of courseware, and then clarify the information required by the new curriculum standards. Directions and methods for integrating technology and Chinese courses.
I think we should discuss and study the following issues to form a certain knowledge: What are the characteristics of Chinese teaching under the new curriculum standards? How to organize course resources and implement teaching activities under information technology conditions? What are the advantages of information technology in teaching applications, and how to fully utilize the advantages of information technology in the teaching process? What should the courseware look like? Is making courseware a matter of using multimedia technology?
1. Chinese teaching under the requirements of the new curriculum standards
The new Chinese curriculum standards have important implications for Chinese education in terms of curriculum objectives and content, teaching concepts and learning methods, and evaluation purposes and methods. A relatively systematic reform has been carried out, and the Chinese teaching under the new curriculum standards shows the following characteristics:
1. Emphasize the unity of instrumentality and humanism, and pay attention to the edifying and contagious role of language;
2. Pay attention to the value orientation of the teaching content;
3. Pay attention to students' comprehensive development and lifelong learning;
4. Emphasize the cultivation of basic Chinese literacy and innovative abilities;
5. Pay attention to the practicality and comprehensiveness of Chinese learning, and focus on practical application and comprehensive learning;
6. Emphasize that it is open to all students, and the courses are open to different regions, different schools, and different students;
7. Emphasize individual differences and different learning needs, and respect students' unique experiences in the learning process;
8. Pay attention to the impact of the characteristics of Chinese language and characters on students’ thinking development;
9. Pay attention to the cultivation of language sense and overall grasp;
10. Promote independent, cooperative, and inquiry-based learning;
11. Emphasize the development and utilization of a variety of curriculum resources: broadening the field of Chinese learning and application, interdisciplinary learning, and the application of modern technological means;
12. Emphasis on cultivating students' information literacy: the ability to collect and process information;
13. Emphasize equal dialogue between teachers and students in the Chinese teaching process.
2. Chinese teaching in the information technology environment
When implementing Chinese teaching under the requirements of the new curriculum standards, we are faced with the following questions: How to develop curriculum resources? How to improve teaching methods, organize and guide students' learning activities, and achieve personalized learning and autonomous learning? How to handle the relationship between basic Chinese literacy and innovative ability? How to communicate inside and outside the classroom and carry out comprehensive learning? ——There is no doubt that information technology will be a powerful tool to solve the above problems, that is.
The role of modern information technology, mainly characterized by computer multimedia technology and network technology, in the reform of Chinese teaching and the implementation of quality education will be comprehensive and systematic. This is reflected in the comprehensive and systematic application of information technology in curriculum resource development, changes in teaching methods, and improvement of learning styles and methods; modern information technology in curriculum development and management (such as digital editing, database management, retrieval), The presentation of teaching content (such as the application of multimedia), the connection between knowledge (the application of hyperconnections and related technologies), teaching 1, and the use of information technology to optimize Chinese teaching situations can stimulate students' interest and cultivate students' aesthetic abilities
"Interest is the source of ability." Therefore, stimulating students' interest is an important prerequisite for implementing quality education.
In Chinese classroom teaching, teachers can deeply explore the aesthetic factors in teaching materials, use music, animation, and create multimedia information technology courseware to describe interesting characters and scenes to create an aesthetic situation, thereby causing students to generate emotional responses. Stimulate students' interest in learning, activate students' aesthetic consciousness, and cultivate students' aesthetic ability.
Comprehensive and systematic application of various advantages such as communication between teachers and students (such as the application of network tool platforms) in Chinese teaching.
I conducted a research lesson based on the third volume of the high school Chinese textbook "Four Foreign Poems: Over the Fence" published by the People's Education Press. I did some preliminary thinking and exploration on this topic.
"Four Foreign Poems" includes Pushkin's "To the Sea", Wordsworth's "The Lonely Reaper", Petofi's "I Will Be a Rapid" and Dickinson's "The Fence" side". This course is taught for two hours. This research class is the second class period.
The first lesson set out learning requirements, allowing students in different groups to use various materials from the lesson "Four Foreign Poems" in the "Tsinghua Tongfang High School Chinese Material Library" (reciting recordings) in the campus network environment. , author and background introduction, text analysis, selection of the poet's other poems, relevant reviews, comparison and comparison of different translations of poems, etc.) respectively focus on self-study of "To the Sea", "The Lonely Harvester" and "I Willing to Be a Rapid", and combine the learning results with The experiences are gathered together and made into Powerpoint presentation courseware.
(This research class) is roughly divided into three links.
1. Display of self-study results. Each study group elects a student representative to present Powerpoint presentation courseware and introduce self-study results.
2. Recitation and intensive reading. Recite the poem "Over the Fence" repeatedly and use Macromedia Flash Player 6 courseware to discuss the language and connotation of the poem.
3. Practice feedback. Create a short poem according to the requirements and publish it in the material library discussion area in the form of a reply. After students post their homework in the discussion area, teachers and other students can browse and comment immediately, or continue browsing and commenting after class.
Three and two points of exploration
(1) Make full use of a variety of media methods to optimize the effect of Chinese classroom teaching.
Modern multimedia information technology means include slideshows, projections, audio and video, computer courseware, the Internet and other technical means. Nowadays, the use of computer courseware has become a commonly used method in many Chinese classes. At present, the most commonly used teaching courseware in Chinese classes is usually demonstration courseware. This kind of courseware is more intuitive, rich, vivid, and vivid than traditional dictation and writing on the blackboard, but if it is used as the only multimedia information technology method in Chinese classes, I am afraid it will still have considerable limitations. Demonstration courseware is usually used to prompt and present relevant teaching content. It is mainly suitable as a tool for teachers to explain and demonstrate teaching content. It is difficult to fully play its role in students' independent learning, classroom discussions, practice exchanges and other teaching links. Moreover, if all the content of the entire class is fixed in one courseware every time, it may 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 methods in different teaching links and according to different teaching needs to maximize students' play the main role to optimize the effect of Chinese classroom teaching.
In the first lesson, students are arranged to make full use of the advantages of the network environment and the "material library" for preview and self-study. On the one hand, it greatly expands the scope of students' reading and learning, and on the other hand, it also enables students of different levels to You can study independently and selectively according to your own characteristics and interests. Judging from the students' classroom speeches in the second class, it can be seen that the students' understanding of poetry has reached a certain depth, reflecting a certain degree of independent learning ability.
In the second lesson, during the self-study results display session, students used self-made Powerpoint presentation courseware to display self-study results. The form was novel and lively, which fully stimulated students' interest in learning. The use of Powerpoint presentation courseware to assist speeches is more intuitive and vivid than pure dictation, and effectively improves the quality of students' speeches.
In the reading and intensive reading of "Over the Fence", I used a Macromedia Flash Player 6 courseware provided by Tsinghua Tongfang Institute of Educational Technology. The purpose of using this courseware is very clear - to provide a supporting platform for students' classroom discussions. In addition to a few simple background pictures that match the poems, this courseware is the presentation of the original poem text and some basic prompts that can be turned on or off at any time, as well as the key points of students' speeches and the display of teaching tips pre-stored by the teacher. Electronic blackboard. The simple, childlike background pictures match the text content of the poem, and the key words in the poem are marked with eye-catching and bright colors. On the one hand, it changes the monotony of traditional textbooks with black and white text, better mobilizes students' visual nerves, and strengthens the The vividness of teaching, on the other hand, always guides students to focus on the text itself, without using too many teachers' own opinions to occupy the time and space for students to think independently and actively participate. Teachers always use courseware to guide and inspire students. Students' readings and discussions are engaging and enthusiastic. The excitement has always been in the language of poetry and the thoughts and feelings contained in it.
In the practice feedback session, students' classroom learning effects are implemented, tested, and improved in class. Posting assignments in the discussion forum by replying in an online environment actually provides each student with the opportunity to immediately publish their own work and communicate and discuss with others. Compared with the traditional classroom where students raise their hands and the teacher rolls their names, The speech is more comprehensive and effective.
The purpose of using different information technology means in every aspect of the classroom is the same - to maximize the characteristics of various information technology means, allowing students to always become the main body of classroom activities and optimizing Chinese language Classroom teaching effect.
(2) Change the one-way structure of traditional media and realize multiple choices in Chinese classes.
Although many teachers’ self-made multimedia courseware are far richer and more vivid than traditional paper media, they still use the one-way linear organizational structure of traditional media. Both the teaching content and the teaching sequence are based on the teacher’s lesson plan. According to the current design arrangement, not only are students unable to choose the focus and path of learning based on their own interests and cognitive order, but teachers themselves are also unable to change, add, or omit any of the steps in the classroom. This is undoubtedly not conducive to personalized teaching, and it is not suitable for the ever-changing classroom teaching practice.
Therefore, in this research class, I chose the Macromedia Flash Player 6 courseware. The biggest feature of this courseware is that it uses a hypertext structure to organize teaching information. Hypertext is a non-linear information structure that provides multiple 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 also different. It is impossible for teachers to Anticipate and arrange the order of their speeches and discussions according to the original order of the poems. In this way, it is necessary to be able to select and display or close the courseware at any time according to the actual situation of students' speeches. The Macromedia Flash Player 6 courseware provides such a possibility. This courseware is not a demonstration courseware at all. You can call up any poem according to the discussion situation; the prompts given can be turned on and off at will, and you can decide to use or not use them according to the teaching situation. At the same time, this courseware is also equipped with an electronic blackboard, which can record the key points of students' speeches at any time, and can also display the teaching tips pre-stored by the teacher.
Such a hypertext structure essentially gives control of the system process to students. Students can choose to use information and independently according to their interests, hobbies, knowledge and experience, task needs and learning style. Identify learning paths and cognitive environments. Therefore, it is very beneficial to complete multi-level, personalized and creative learning goals. In this class, the autonomy, enthusiasm and individuality shown by the students in the discussion far exceeded the performance in classroom discussions guided by general demonstration courseware.
Four. Two thoughts
(1) How to use network platforms to break through the communication limitations of traditional classrooms
In the traditional classroom teaching model, the teacher stands on the podium In the face of dozens of students, communication between teachers and students, and between students and students is usually a single channel, the radiation range is extremely limited, and the classroom efficiency is greatly reduced.
In addition, Chinese classroom teaching is limited by time and space, and the coverage of students' Chinese learning is extremely limited. It is difficult for teachers and students to achieve real-time tutoring and teaching interaction outside the classroom.
The online teaching environment can provide a new platform for solving such problems. Student forums can play an important role in optimizing real-time interactions between teachers and students, and between students and students in the classroom.
In the last part of this research class, I posted the exercise questions on the BBS electronic bulletin board of Tsinghua Tongfang Material Library, and asked students to post their creations in the discussion area in the form of replies. You can also comment on other people's work. In this way, everyone's creations and comments will be published immediately, and teachers and all students participating in the discussion can see it immediately and make corresponding feedback.
Since this learning process is actively participated by each student and publishes independent creations and comments, and is all conducted under the supervision of teachers, this ensures that every student has the opportunity to express himself. , and ensures that each student's creations and comments can focus on the center of classroom teaching and prevent deviation from the learning theme. Therefore, this is a method of classroom discussion feedback that is extremely efficient in learning and extremely beneficial to cultivating students' innovative spirit and creative thinking.
At the same time, students’ creations and discussions are all saved in text in the forum, allowing this learning activity to extend beyond the 45 minutes of class. After students return home, they can continue to publish works and comment at any time as long as they log in to the campus website. In this way, the time and space of this class are greatly expanded. After this research class, students published works and held discussions on the forum for more than two months, creating a total of nearly two hundred poems. The harvest from this class is obviously much richer than the research class under the traditional classroom model.
However, how to make full use of the online teaching platform to truly break the limitations of "45 minutes" and "one classroom" in Chinese teaching and optimize students' independent learning, cooperative learning and research-based learning , the exploration in this research class is still extremely limited. This is what I will continue to think about and work hard to explore in the future.
(2) How to optimize resource allocation and improve students’ classroom participation conditions
Chinese classroom teaching using modern information technology must rely on relevant hardware environments. At present, there are two main ways to use information technology to teach Chinese classes: a teacher-controlled computer plus projection equipment, or an online classroom in a campus network environment. In the online classroom, each student has a computer. The teacher can use the control system to freely switch the students' computers between the teacher operating system and the student operating system according to the needs of the class, which can better realize students' instant participation.
However, many current online classrooms in schools place computer monitors in the center of desks in front of students. Rows of tall monitors block the gap between students and teachers, hindering communication between teachers and students. Communication and classroom atmosphere are not as intimate as those between teachers and students in traditional classrooms. This problem also exists in this research class. How to better optimize resource allocation and improve students' classroom participation conditions needs to be explored in the future.
"Integration of modern information technology and Chinese courses" is an important issue in realizing the modernization of education. There are still many issues in this field that need to be discussed. I believe that continued in-depth discussion of this topic will surely lead us into a new teaching field.
5. Development and Utilization of Chinese Curriculum Resources under Information Technology
Due to the changes in teaching objectives, teaching methods, and learning methods, Chinese teaching has put forward new ideas for the curriculum resources of Chinese teaching. needs, which requires the development and utilization of a variety of curriculum resources inside and outside the classroom. There is no doubt that information technology is the most powerful tool to solve this problem. This role is reflected in the development, integration, management and utilization of course resources at many levels:
1. Discover and integrate various course resources through the Internet and professional education and teaching resource libraries
Various portals and professional education and teaching websites and resource libraries contain an extremely rich collection of documents, papers, books, graphics, images, music Videos and other resources, which cover natural scenery, cultural relics, customs, major events, people's lives, scientific and technological inventions, etc., involve politics, economy, culture and other fields, and can provide teaching activities under the new curriculum standards. Abundant resource support.
To transform these resources into Chinese teaching course resources that meet the requirements of the new curriculum standards, they need to be further integrated so that they can meet the requirements of facing all students and respecting individual differences. The process of integration is to make it a hierarchical (facing different students) and systematic (facilitating learning activities) resources. This requires screening, summarizing, summarizing, comparing, and analyzing resources to form our secondary or tertiary documents, which is also the in-depth processing of resources.
2. Managing course resources through computer database management systems
The increasing abundance of course resources has put forward new requirements for resource management. It is no longer possible to manage such a huge amount of data using traditional management methods. Therefore, we must realize digital management of course resources, store digitized resources on computers or servers, use database management systems for management, and realize resource classification, query, retrieval, browsing, use and processing through local machines or networks functions and needs.
3. Give full play to the various advantages of computer and network technology to develop courseware
Courseware is software used for education and teaching that implements relatively complete teaching of one or several knowledge points (excerpted from the "Education Information Technology Standards Committee of the Ministry of Education" Basic Education Teaching Resource Metadata Specification").
With the continuous improvement of teachers’ information technology application level 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 used in Chinese teaching. It has been fully applied. At the same time, people's demand for Chinese courseware will continue to increase, and there will be demands for the courseware to be more enjoyable and interactive. For different teaching content and teaching needs, we can develop courseware in different forms and functions. But no matter what type of courseware it is, we should consider the scientific, educational, practical and artistic nature of the courseware. This requires us to carry out scientific and reasonable teaching design for the teaching content and analyze the functional requirements and presentation form of the courseware.
Faced with the reform of Chinese teaching and the development of information technology, courseware should have the following characteristics:
(1) Networking
The information age is a resource** In the era of sharing, according to the characteristics of resource sharing and information transmission, courseware should not be too large, and courseware design should be optimized. It is best to design it as a network courseware so that others can use the courseware easily through the network.
Networking also includes another meaning, which is the networking of courseware knowledge structure and presentation methods, such as the network design of navigation or columns, the association between knowledge, etc.
(2) Versatility (Toolization)
To achieve the ultimate enjoyment of courseware, the courseware design should not be too personalized but should be universal, emphasizing the nature of the courseware. The role of tools emphasizes the courseware's support for different teaching designs and teaching processes. The universality of courseware is not inconsistent with the personalization of teaching. It is precisely because of the universality of courseware resources that it is more conducive for teachers to organize personalized teaching.
(3) Interactivity
We must pay attention to the interactivity of courseware, emphasize human-computer interaction, highlight student participation, and emphasize human-person interaction, so that students can Effective knowledge absorption and timely collaborative learning are carried out through courseware. The interactivity of courseware is the technical basis for students' independent learning, independent exploration, and independent discovery; and it is also necessary to give full play to the interactive functions of the network. For example, BBS and chat rooms are ideal places for students to discuss problems and cooperate in learning. It is an ideal place for subject teaching and multimedia The organic combination of technology and network platform.
(4) Integrability
A courseware design scheme embodies a teaching philosophy or teaching method and is not necessarily universally applicable. Similarly, a kind of The effectiveness of courseware is also different in different periods. How to retain the effective part of a courseware and make simple modifications so that it can be reused is a new requirement for courseware. Therefore, we must pay attention to openness and reconfigurability in the process of designing courseware. Modular courseware and resource library-based courseware are gradually accepted by most courseware producers. It is like a child's building block toy, which can be assembled and combined at will. Users can add or reduce corresponding content as needed to serve teaching.
(5) Intelligence
The search engine technology, database management technology, object-oriented programming technology, data logic operation technology, etc. provided by information technology can all be applied to the courseware. Thus, intelligent teaching software can be produced, such as: intelligent question answering system, intelligent examination system, intelligent scoring system, intelligent guidance system, etc.
(6) Personalization
The new curriculum standards emphasize students’ independent learning and respect students’ individual behaviors. Our courseware should meet this requirement in terms of design, selection and presentation of knowledge content, use and functionality. What needs to be emphasized is that personalization of courseware is not inconsistent with universality. Only when courseware is personalized will it be more universal.
With the continuous deepening of quality education reform and the implementation of new curriculum standards, our exploration of the integration of information technology and Chinese courses will be a continuous development process. This process requires the active participation of front-line teachers and Chinese education researchers.
I believe that with everyone’s joint participation and exploration, the integration of information technology and Chinese courses will bear fruitful results one after another!
References
[1] Sang Xinmin "The Revolution Caused by Contemporary Information Technology in Traditional Culture and Educational Foundation" "Modern Educational Technology and Modern Education" Guangxi Normal University Press 1998 August 2001
[2] He Kekang "Theoretical Thoughts on the Integration of Information Technology and Curriculum" "Audio-visual Education for Primary and Secondary Schools" Issue 1, 2001
[3] Wu Liu "Informatization "The Basic Trend of Social Chinese Teaching Reform" "Modern Educational Technology and Modern Education" Guangxi Normal University Press, August 1998
[4] Huang Puquan "Integrated Curriculum and Curriculum Integration Method" "Courses and Teaching Materials" , Teachings" Issue 10, 1996