The first job

1. ��? ???? 2. A B C D 4.�� 5. D? ?????? 6. ��

3. Please write and representatives of the main points of various theoretical basis of educational technology in learning theory, learning theory and talk about all kinds of inspiration for teaching practice? A.

A: educational psychology learning theory is the most important theory. Learning theory is concerned with how human learning, learning seeks to clarify how it happened, what law there is, what kind of process, how to conduct effective learning. Currently, learning theory has a certain influence are: behavioral learning theory, cognitive learning theory, constructivist learning theory.

First, behavioral learning theory

Before half of the 20th century, the dominant learning theory behaviorism. Behaviorism representative of the United States Skinner.

Behavioral learning theory main points are: (1) learning is linked stimulus and response, and what kind of stimulus there is what kind of reaction; (2) the learning process is a gradual "trial and error" until the last success of course, the pace of the learning process should be small, to understand things from the part to the whole; (3) strengthening learning is the key to success.

Inspiration Skinner proposed learning model for human learning activities are: To obtain a valid learner's learning, it is necessary to give appropriate and timely "enhanced", strengthened in order to achieve this, the best way is to let students know their own learning, learning the correct behavior to be sure, wrong learning behavior corrected. According to this model, Skinner puts forward a program teaching theory, summed up a series of teaching principles such as the principle of teaching small pace, the principle of reinforcement learning, timely feedback principles.

Second, cognitive learning theory

Cognitive learning theory of emphasis on learning is the process of establishment and organization of cognitive structure, emphasis on integrity and discovery learning. Representative of modern cognitive learning theory is: Bruner and Ausubel.

Cognitive learning theory main points are: (1) stimulating learning is not directly connected with the reaction, but the re-organization of knowledge. (2) is not a gradual learning process of trial and error process. (3) learning is information processing. (4) learning is based on intelligence and understanding, not blind attempt. (5) external reinforcement learning is not necessary factors also occur in the absence of external strengthening learning conditions.

Cognitive learning theory provides a theoretical basis for the teaching theory, enriched the content of educational psychology, its main contribution is: (1) pay attention to the value of human body in learning activities, and fully affirmed the conscious initiative of learners; (2 ) stressed the important status and role perception, sense, independent thinking and other awareness activities in the learning process; (3) pay attention to people in the state of readiness of learning activities. (4) emphasis on enhanced features. (5) advocates creative people learn.

Third, constructivist learning theory

In recent years, constructivism become a theory in the field of education technology tendency, his philosophical roots can be traced to the ancient Socrates, Plato and Kant, modern constructivism representatives are: Dewey, Piaget and so on.

Constructivist learning theory main points are:

1, learning should not be seen as a teacher for granted passive acceptance of knowledge, but the learner to their existing knowledge and experience-based active construction activities that students can take the initiative to actively construct meaning.

2, the process of organizational learning is the learner's cognitive structure and reorganize.

3, student learning activities are mainly in the school environment, carried out under the direct supervision of teachers.

An important concept of constructivism: Understanding rely on personal experience, that as people experience different for the world, for their view of the world will inevitably vary. Individual knowledge is the result of interaction with the external environment, people understand the individual's previous experience with things, and therefore knowledge of right and wrong judgment can only be relative; knowledge is not obtained by the teachers teach. But learners in the process of interaction with the scene in their own construction, so students should be at the center of the teacher is to help those who promote learning. Thus constructivist learning theory emphasizes "knowledge construction."

Second job

1. �� ??? 2. �� ???? 4. A B C

3. Why should promote information technology and curriculum integration?

A: The "Program for Elementary Education Curriculum Reform (Trial)" State clearly states that "vigorously promote the universal application of information technology in the teaching process, and promote the integration of information technology and curriculum, the progressive realization of the teaching content of the presentation, students learn teachers teaching methods and teacher-student interaction change, give full play to the advantages of information technology to provide a variety of educational environment and a powerful learning tool for students learning and development. ", shows that the pace of the times to keep up on education the need to strengthen the integration of information technology and discipline.

Of particular note is that currently we are talking about integration, just stop at the "Multimedia assisted instruction" level, deep level of integration for various reasons is still difficult to achieve. However, even at this level of integration, we have teachers in the course of implementation, there are many problems worth thinking about.

A phenomenon: the existing open class, daily class into hiding

In recent years, with the advance of "School Link" project, primary schools in the information technology equipment taking a big step. Pinggu to five small, for example, (the school is Pinggu District, an ordinary primary school, has a certain significance in Pinggu District on behalf of primary schools) survey shows that school every office has at least one computer for use by teachers; school for the classroom It equipped with multimedia, equipped with electronic preparation room for teachers. We can say that teachers can use anytime, anywhere computer, using the Internet to find information, courseware.

However, we see the phenomenon and how is it? Few teachers to use these devices in the classroom that is used only when used in open class. The teachers seem long been accustomed to a piece of chalk a book teaching mode, and multimedia have become superfluous decoration. And on special occasions (such as open class) some teachers remembered it, use it. In order to show its power in the classroom, teachers can be said that strenuous effort, well-designed, and then worked hard to make multi-day "master" and repeated scrutiny, just a grind of audio-visual and multimedia courseware to Mao. Multimedia courseware become teachers of reassurance, it is the bright spot of the classroom, given the success of the hammer, and even formed a "no multimedia courseware will not open class" situation. In the usual teaching, even if it is used to play audio products, or simple text plus pictures teachers but for various reasons it at arm's length, multimedia has become a real showy.

Phenomenon II: painstaking production, flashy

To promote information technology and curriculum integration! So many leaders, many times whether to use audio-visual means, seen as an integrated standard; whether the use of the courseware seen as an important factor in evaluating a lesson. So many teachers have to spend a lot of time to prepare and produce courseware, or ask IT to help teachers make. However, due to the limited number of teachers in information technology level, although making good courseware with the help of professionals, but it is difficult to deal with many emergency situations.

Three phenomena: poor technique, improper use

Information technology and curriculum integration, largely depends on the trainer of skilled information technology, multimedia hardware master degree. Take for instance the use of multimedia equipment, we often find that quite a few number of teachers or the use of multimedia technology for poor, unskilled operation, or do not understand the characteristics of multimedia technology, the use of inappropriate timing. Some teachers in order to prevent mistakes, simply to please the master multimedia courseware to "play in order" structure, use just click the mouse to play, courseware will order it. But even so, some teachers do not know which key to press when the operation was wrong, the results lose control of the computer will play from the "Montage", and the teacher suddenly helpless, embarrassed. This phenomenon is really sad multimedia teaching, but fortunately this situation is gradually reduced.

If technical errors can make up in time, but if it is erroneous consciousness, you need to reflect on something.

Phenomenon IV: as "technical" and the use of technology, the target deviation

Admittedly, the information technology illustrations, audio-visual and taste, form of expression Safe movement, as well as the extraordinary expression across time and space, greatly enhancing the understanding and perception of things. Integration of information technology and curriculum, classroom teaching introduces a new level, to a great extent to meet the student's physical and mental requirements of audio-visual, sensory, full participation, to stimulate student interest in teaching content. However, many teachers as "technical" and use the phenomenon of technology, we are flattered.

For example, some teachers to play a computer-based multimedia regarded as the focus of a lesson, which originally should reach the target as a secondary teaching content; what is more simply to the whole class around the multimedia revolution, is the normal teaching multimedia led by the nose, it did not seem a multimedia lesson can not continue.

Use of multimedia-assisted teaching to achieve the integration of information technology and curriculum, which is the main course, rather than information technology. If the sacrifice to achieve the course objectives achieved at the expense of the integration course, then I would rather not look at integration.

Phenomenon V: lively teaching, a single integrated

The use of means of multimedia assisted teaching of information technology and curriculum integration, just stop at the lower level of integration. However, even this low level of integration, we can not say that teachers will be able to do my best.

Almost 85?f instances, just make a good media courseware (or CD) to play directly into the computer, even if the courseware was vivid again before class, and the role of students just take a good look, listen carefully. "Look, listen," has become an important method for students to master knowledge at this time. This pure "play in order" type forms of media can not be referred to as multi-media, because it does not have interactivity. We can say that a single form of media integration can not meet the physical and mental development of students. Over time, students just some of the forms of media courseware "Look, listen," the inevitable loss of interest, then teaching effectiveness will be significantly reduced.

For the above phenomenon, we are in the process of implementation of information technology and curriculum integration, we should focus on the following issues:

1. Strengthen teacher training in new curriculum, raise teachers' awareness of curriculum integration; enhance the level of teachers in the use of information technology. The only way to truly implement the integration of information technology and various subjects so integrated into the natural use of classroom teachers.

2. Teachers should establish advanced educational philosophy, will reflect the dominant position of students to teaching practice, classroom allow students hands, brain, eyes, ears and use, so that students truly understand the occurrence and development of knowledge, so that students do learn masters .

3. Pole exploring a variety of ways of teaching, make full use of all media. In the various disciplines of information technology and the integration process, as long as teachers to constantly changing teaching methods, to seek multi-channel, multi-mode teaching, and make full use of multimedia technology, will be able to active classroom atmosphere, so that students enjoy learning, love of learning.

4. Consider the function and role of IT from a holistic view of the course. Create a digital learning environment, the creation of active learning situations, the creation of conditions for students to maximize access to information technology, allowing IT students to become a powerful cognitive tools, and ultimately to improve learning.

5. Leadership change their ideas, to correct misconceptions integration of course, put an end to some teachers to cope with the open class, quality class, had "driven to revolt" phenomenon.

Information technology and curriculum integration is a huge project, not overnight. On the other hand, we emphasize information technology and curriculum integration is not a fixed pattern, but should promote a concept. Taiwan scholar Professor Xu Xinyi quoted passage as a conclusion: "Information technology can be a tool, an assistant, but it can not replace the status of teachers and teaching has become the focus of all as long as teachers can seize the course content, the most appropriate most effective. convey the way out, in fact, the simplest common Word and Powerpoint, you can make a very effective teaching materials to achieve the desired learning outcomes. juggling all become, each subtly different from the same materials, different backgrounds and qualities teachers and students, with interactive cut from different angles, you can give different teaching and learning of vitality, produced different learning effect, which is also referred to education can be a fascinating creative art.

Second job

1. �� 2. �� 4. A B C

3. Why should promote information technology and curriculum integration?