High School New Curriculum Information Technology Excellent Teaching Design and Cases

Author: Compiled by Zhu Guangming, Guangdong Provincial Education Department Teaching and Research Office
Publisher:
Publish Date: 2005-05-01
Features: The preface was written to promote the implementation of the new curriculum in ordinary high schools in our province and to guide subject teaching in secondary schools towards the direction of comprehensively advancing quality education. We have organized the compilation of the "Guangdong Province Ordinary High School New Curriculum Experiment Research Manual." This series of books is arranged according to the structure of the new curriculum and consists of 15 volumes. This volume is the "Excellent Teaching Design and Cases of New Curriculum Information Technology in High Schools." With the development of social informatization, information literacy has increasingly become an indispensable part of the literacy of citizens in the information society. Information technology education has developed into information literacy education that adapts to the needs of talents in the information society, and information literacy has become an important indicator for evaluating the comprehensive quality of talents. The "General High School Technology Curriculum Standards (Experiment)" has determined to include information technology education as part of the comprehensive practical activities curriculum. The "new" characteristics of the new curriculum standards for high school information technology reflect the course objectives that integrate information technology application skills with the cultivation of humanistic literacy; they construct curriculum content that meets the physical and mental development needs of students; and they form a curriculum structure system that is conducive to the comprehensive and individual development of all students. The new curriculum has brought about new changes in educational philosophy. For example: In terms of teaching objectives, it establishes a student-centered development concept, shifting from pursuing knowledge goals to individual goals; in terms of teaching process, it establishes a cooperative concept based on dialogue as the scene, shifting from teacher-centeredness to teacher-student interaction; in terms of teaching models, it establishes a learning concept driven by inquiry, shifting from behaviorism to constructivism and humanism; and in terms of teaching methods, it establishes a development concept focused on teaching aids, shifting from traditional teaching tools to modern educational technology. The new curriculum has put forward substantive content and specific requirements for comprehensive quality education under basic education to teachers. Against this backdrop, as teachers actively participate in this curriculum reform...