Information Technology and Curriculum Integration Program
Many students nowadays have been exposed to computers since childhood, but in real life, students are more likely to use computers to play games and chats, and do not know what the computer can do. To this end, the core of our discussion on the integration of computer and language teaching courses is: how to use computers as a tool in daily learning, improve their efficiency, and make them work, so that they can be integrated into Chinese teaching.
The integration of information technology and language teaching curriculum should be based on the combination of ability training and knowledge learning
1. The most basic feature of curriculum integration is its discipline and ability to cultivate. The curriculum integration requirements drive teaching with a variety of thematic tasks, which are specific subject tasks in Chinese teaching or subject tasks reflected in the form of real social problems, so that students are placed in asking questions, thinking about problems, and solving problems. Learn in a dynamic process. Through one or several tasks, the relevant knowledge and ability requirements as a whole are organically combined.
2. Teachers are the organizers, instructors, facilitators and consultants of the teaching process. The leading role of teachers can make the teaching process more optimal and an important part of teaching activities. Must be able to fully mobilize the initiative, enthusiasm and creativity of students in the learning process. Curriculum integration emphasizes that the most important task of teachers is to design tasks, that is, teachers' main energy should be placed on teaching research. Teachers play a leading role in teaching, and teacher-student communication cannot be replaced by computer and student communication. The use of computers in the classroom is aimed at improving the teaching effect of the subjects and improving the quality of teaching. Computers are nothing more than a tool. Avoid using computers for computers.
3. As an active participant in the learning process, students learn many goals and tasks that students need to actively and purposefully obtain materials. The focus of student learning is not only to learn knowledge, but to learn to learn, master methods and develop abilities, including cultivating students' information literacy. The process of students using information technology to solve problems is a scientific and rigorous and planned hands-on process. It helps to cultivate students' innovative spirit and practical ability. Through this “task-driven” continuous training, students not only Master the knowledge of the national language of the country, and more importantly, master the methods and abilities to use various resources and tools to actively learn, and gradually transfer this problem-solving skills to other fields.
The new model experiment of Chinese teaching under the condition of Internet technology is a new mode of experiment teaching under the conditions of Internet technology. Various learning groups of different ages have been organized to conduct research on multiple self-supporting topics, including literacy and reading. , composition and many other aspects. It is now illustrated by a essay case:
1. Before the class, the teacher determines the task: the word “struggling” is developed, and the topic is classified, so that the students can select the content of interest for extensive data collection and information collation; several people jointly organize materials and cooperate to write an essay. Only students are prompted to use the "Baidu" and "google" search engines.
The purpose is to let students have a preliminary understanding and understanding of the upcoming theme activities, give students a clear direction of learning, and lay a foundation for the development of the activity class.
2. In order to cultivate students' self-learning ability and information search ability, students are given a certain time and space to enable them to carry out more in-depth self-learning and information search activities around the theme under the guidance and guidance of teachers, so as to obtain true self. The learning outcomes allow students to become masters of learning.
Students will have a lot of questions about the relevant information and information they have searched, which further arouses students' interest in learning. In order to expand the student's information source, provide materials and problem-solving tools for students' post-creation activities, so that students can continue to collect materials of interest through the Internet based on these questions. In this process, teachers should make good use of the advantages of the Internet, keep abreast of the students' situation, and provide appropriate assistance and individual counseling. In response to the questions raised by the students, the students should use the knowledge and methods they have learned to solve problems or guide them to use the Internet. Resources solve problems on their own.
During this activity, students can also be encouraged to discuss the same topic. Students will have a deeper and more comprehensive understanding of the theme of the event, and students' information processing skills and rapid reading skills will also be cultivated. It is found that students who are familiar with computer operations in general have a significantly better overall performance in their activities than their usual performance in the group.
3. The teacher guides the students to classify and organize the information collected by them, to help students grasp the elements of various information content, form opinions or highlight a certain theme. Then, the students can use the information materials to cooperate with the partners to carry out related creative activities on the computer. During the student creation activities, the teacher only plays a guiding role. The teacher should let the students fully express their thoughts and displays and develop their own strengths.
This new mode of Chinese language teaching under the conditions of Internet technology can improve students' interest in learning and information collection, and promote mutual learning, mutual help and mutual cooperation. Collaborative creation can also cultivate students' self-learning and comprehensive practical ability, stimulate students' active thinking, and improve the efficiency and quality of activities.
At the same time, through the research and practice of this model, the instructors also benefited a lot, prompting teachers to actively study teaching methods and teaching theories; using modern information technology combined with the characteristics of Chinese teaching to carefully design students' learning tasks.
The integration of information technology and language teaching curriculum should be based on the combination of ability training and knowledge learning
1. The most basic feature of curriculum integration is its discipline and ability to cultivate. The curriculum integration requirements drive teaching with a variety of thematic tasks, which are specific subject tasks in Chinese teaching or subject tasks reflected in the form of real social problems, so that students are placed in asking questions, thinking about problems, and solving problems. Learn in a dynamic process. Through one or several tasks, the relevant knowledge and ability requirements as a whole are organically combined.
2. Teachers are the organizers, instructors, facilitators and consultants of the teaching process. The leading role of teachers can make the teaching process more optimal and an important part of teaching activities. Must be able to fully mobilize the initiative, enthusiasm and creativity of students in the learning process. Curriculum integration emphasizes that the most important task of teachers is to design tasks, that is, teachers' main energy should be placed on teaching research. Teachers play a leading role in teaching, and teacher-student communication cannot be replaced by computer and student communication. The use of computers in the classroom is aimed at improving the teaching effect of the subjects and improving the quality of teaching. Computers are nothing more than a tool. Avoid using computers for computers.
3. As an active participant in the learning process, students learn many goals and tasks that students need to actively and purposefully obtain materials. The focus of student learning is not only to learn knowledge, but to learn to learn, master methods and develop abilities, including cultivating students' information literacy. The process of students using information technology to solve problems is a scientific and rigorous and planned hands-on process. It helps to cultivate students' innovative spirit and practical ability. Through this “task-driven” continuous training, students not only Master the knowledge of the national language of the country, and more importantly, master the methods and abilities to use various resources and tools to actively learn, and gradually transfer this problem-solving skills to other fields.
The new model experiment of Chinese teaching under the condition of Internet technology is a new mode of experiment teaching under the conditions of Internet technology. Various learning groups of different ages have been organized to conduct research on multiple self-supporting topics, including literacy and reading. , composition and many other aspects. It is now illustrated by a essay case:
1. Before the class, the teacher determines the task: the word “struggling” is developed, and the topic is classified, so that the students can select the content of interest for extensive data collection and information collation; several people jointly organize materials and cooperate to write an essay. Only students are prompted to use the "Baidu" and "google" search engines.
The purpose is to let students have a preliminary understanding and understanding of the upcoming theme activities, give students a clear direction of learning, and lay a foundation for the development of the activity class.
2. In order to cultivate students' self-learning ability and information search ability, students are given a certain time and space to enable them to carry out more in-depth self-learning and information search activities around the theme under the guidance and guidance of teachers, so as to obtain true self. The learning outcomes allow students to become masters of learning.
Students will have a lot of questions about the relevant information and information they have searched, which further arouses students' interest in learning. In order to expand the student's information source, provide materials and problem-solving tools for students' post-creation activities, so that students can continue to collect materials of interest through the Internet based on these questions. In this process, teachers should make good use of the advantages of the Internet, keep abreast of the students' situation, and provide appropriate assistance and individual counseling. In response to the questions raised by the students, the students should use the knowledge and methods they have learned to solve problems or guide them to use the Internet. Resources solve problems on their own.
During this activity, students can also be encouraged to discuss the same topic. Students will have a deeper and more comprehensive understanding of the theme of the event, and students' information processing skills and rapid reading skills will also be cultivated. It is found that students who are familiar with computer operations in general have a significantly better overall performance in their activities than their usual performance in the group.
3. The teacher guides the students to classify and organize the information collected by them, to help students grasp the elements of various information content, form opinions or highlight a certain theme. Then, the students can use the information materials to cooperate with the partners to carry out related creative activities on the computer. During the student creation activities, the teacher only plays a guiding role. The teacher should let the students fully express their thoughts and displays and develop their own strengths.
This new mode of Chinese language teaching under the conditions of Internet technology can improve students' interest in learning and information collection, and promote mutual learning, mutual help and mutual cooperation. Collaborative creation can also cultivate students' self-learning and comprehensive practical ability, stimulate students' active thinking, and improve the efficiency and quality of activities.
At the same time, through the research and practice of this model, the instructors also benefited a lot, prompting teachers to actively study teaching methods and teaching theories; using modern information technology combined with the characteristics of Chinese teaching to carefully design students' learning tasks.
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