Editor's note: Jiang Minghe, director of the Modern Education Laboratory of the Shanghai Academy of Educational Sciences, has paid a lot of attention to the problem of informationization in primary and secondary education. Recently, he talked about the problem of informatization of primary and secondary education in China, and divided it into four levels.
I have always been concerned and devoted to the informatization of primary and secondary education in China. At present, we have organized a dedicated team to study the teaching practice of China Mobile Learning Classroom (or "Connected Classroom"). At the end of September 2010, I participated in the "ICT Technology Opens the Future Education" roundtable forum organized by the China Computer Education News and Dell, and shared with our colleagues in the industry our analysis of the application of school information technology. Our analysis is that different schools are in four different stages of informatization application, showing a pyramidal structure.
At the first level, the application of information technology is still in the individual experimental stage. In these schools, information technology has not been normalized, and information teaching is basically based on demonstration. At this time, it is impossible for the school's informatization teaching room to comprehensively improve the quality of education. Of course, our principals and teachers know that although it is not possible to comprehensively improve the quality of teaching at this stage, it still has positive significance.
The second level is that after the implementation of class-to-class communication, information-based teaching has become normal, and resource utilization has also been normalized. At this stage, the application of informatization began to enter the school's daily teaching work.
The third level of the school, the focus of its information application is after the normalization of information education, and gradually move towards student-centered teaching, the school began to study the reform of teaching mode in the information environment.
At present, the highest level of school is to explore the early training model of innovative talents supported by information technology. At this stage, schools and teachers have re-examined the digital content of the entire curriculum, forming reforms and innovations aimed at realizing the development of students 'potentials and students' innovative ability, and truly realizing the promotion of information technology to foster talents. For example, the construction of a digital laboratory system and the implementation of school-based elective courses being explored by the Renmin University of China Affiliated Middle School and Shanghai Middle School. At this level, it is no longer a question of how much money is invested, but more important is the development concept and development model of education informatization.
If we make a survey and estimate on the national regions, I think that at present, about 80% of the primary and secondary schools in the first level of teaching informatization nationwide, and schools that are achieving the transformation from the first level to the second level probably account for 15%, less than 5% of the schools are in the third and fourth levels. This is the status of teaching informationization in elementary and middle schools in China.
So, in the next ten years, how should our teaching informatization go? I think the development route is: the first step is to fully access the Internet to achieve "class-class communication", that is, the normalization of the application of educational resources, the normalization of technical support teaching; the second step is from "course integration" to "effective "Application", especially focusing on the widening application of information technology in teaching, such as implementing layered differentiated teaching, establishing a help system for students with learning difficulties, and a network-based remote cooperation model between urban and rural schools. Another aspect is to pay special attention to the active learning and autonomous learning of students applying information technology.
Regarding the construction of information infrastructure, increasing the ratio of computers to students is clearly mentioned in the National Medium and Long-Term Education Reform and Development Program (2010-2020), but there is a question of how to allocate it. For example, is it possible to develop a mobile learning classroom with a wireless network plus a mobile notebook or other mobile terminal, and first implement a "one-to-one teaching model" within the classroom-that is, one student and one mobile terminal, so that students can use technology to actively learn and Independent learning provides an environment.
How can mobile learning classrooms achieve innovation in teaching? We are currently studying three topics:
First, the classroom for students to explore independently. Some schools are now using virtual reality tool software to support students in their inquiring learning through simulation. For example, Shanghai Quyang Road No. 4 Primary School has used simulation and simulation tools to provide scientific expansion courses. The third-year students can try multi-factor experimental design of seed germination in a virtual environment. This is indeed a remarkable achievement.
Second, a two-way interactive classroom based on electronic whiteboards. The core function of the electronic whiteboard is to promote interaction, and this interaction should be a two-way interaction between teachers and students. Nowadays, the application of electronic whiteboards in many schools is still limited to the one-way interaction from teachers to students based on courseware. Only when students can apply technology to learn independently, the electronic whiteboard can really become a learning tool and realize two-way interaction.
Third, the layered and differentiated learning classroom. According to the different levels of learning and interest of students, there can be different learning contents and learning paths. This is layered differentiated learning. To achieve layered teaching, you must rely on information technology to solve problems. China has such a large class. A class of fifty students cannot be taught in layers like in foreign countries. It can only be one-size-fits-all. However, with the application of information technology, it is possible to use a network platform for stratification, so that different students learn different content and have different ways of learning.
Based on the above analysis, I have a development vision for the application of information technology in primary and secondary schools in 2020. That is, we hope that by 2020, we can basically abandon the inculcating teaching by using "courseware" + "demo". The school has realized the normalization of teaching supported by information technology. Teaching informationization can generally focus on how to apply technology to develop students 'potential, develop students' abilities, and comprehensively promote the improvement of education quality.
Climbing Course,Indoor Climbing Rope Course,Adventure Climbing Course,Indoor Climbing Course
Zhejiang Egoal Playground Equipment Co., Ltd. , https://www.trampolineparks.pl