"Self-organizing" Teaching Strategies of Information Technology Class in Urban Junior Middle School
Zhang Jinqiu, the 50th Middle School of Nanjing, Jiangsu Province, Nanjing 210003, Jiangsu
Wei Yu, an academician of the Chinese Academy of Engineering and the former deputy minister of education, said at Tsinghua University's "International Symposium on Cultivation of Innovative Talents": "Now our children from elementary school to high school have been crushed by the exam-oriented education into a model, and only a very few 'leak nets' "The fish" will innovate. "The cultivation of students' innovation ability in primary and secondary schools has become an important issue that the whole society pays attention to and urgently needs to be resolved. The information technology curriculum in primary and middle schools is an effective way to cultivate students' innovative spirit.
Self-organization theory, also known as the "new three theories" (dissipative structure theory, synergetic theory, super-circulation theory), is a systematic scientific theory established and developed in the late 1960s. The theory mainly studies how under certain conditions, the system automatically changes from disorder to order, from low order to high order. The phenomenon of self-organization is widespread in nature and human society. Organization refers to the ordered structure in the system or the formation process of the structure. The evolution of organization can be divided into two categories: other organizations and self-organization. The stronger the self-organizing function of a system, the stronger its ability to maintain and generate new functions. The self-organizing system has openness, nonlinearity, coordination and fluctuation.
1. Self-organization theory and information technology learning system for urban junior high school students
Urban students are in a modern city, and the social environment is more open. New things are emerging around them. Therefore, they are a new generation of learners who have grown up in a digital environment. Their living habits and learning methods are deeply affected by digital technology. The thinking is more divergent and associative, and the behavior is more jumping and discrete. At the same time, the physiology and psychology of the students in the junior middle school are in development, which is a disordered and unbalanced state.
The subject of information technology is a new subject, and the extension of subject teaching is closely connected with the contemporaneous development. Therefore, as a specific system, information technology classroom teaching activities must have unique, comprehensive, developmental, practical and creative characteristics. The rapid development of media and network has made the cognitive level of teachers and students participating in this system no longer stable, fixed, unified and complete, but developed, multi-channel and non-linear. These characteristics determine the information technology classroom teaching system in the middle school, which not only has the characteristics of the integrity, dynamics, hierarchy and optimization of the traditional classroom teaching system, but also has the openness, nonlinearity and collaboration of the self-organizing system. Sexuality and fluctuation characteristics.
In terms of information technology learning, due to the uneven economic development of various regions, the information technology environment provided by schools, society and families is different, and students' personal interests and hobbies are different, resulting in inconsistent information technology foundations among students in various regions. Take the school where the author is located as an example: At present, all students in the first grade have taken computer basic courses at the elementary school level. Only a few students are not very skilled in the operation of basic knowledge of information technology, and even a considerable number of students have mastered higher levels through self-study or training. Knowledge, such as programming, animation, etc. However, it cannot be ignored that there is a lack of information technology teachers and incomplete or even no information technology courses in schools in a considerable part of the city. In the same class, individual differences in information literacy caused by different hardware are also quite obvious. It can be seen that the development of various regions is uneven, various schools attach different importance to information technology courses, and the Olympiad training in society and the advantages and disadvantages of family conditions have caused learners to master the knowledge content and ability of information technology. Big difference. Therefore, the information technology classroom teaching based on the unified teaching system presents a new topic for teachers to organize teaching.
2. The self-organizing characteristics of the teaching system and the classroom teaching strategies of information technology in urban middle schools
In traditional teaching, teachers often focus on whether the teaching objectives are clear, whether the teaching ideas are clear and smooth, whether the teaching process is complete, and whether the teaching effect is obvious. The self-organizing nature of the teaching system opens up another way of thinking for us. Can we allow learners to form certain structures and functions in accordance with certain rules without external commands, so as to achieve active construction, self-organization and coordination, " Towards an orderly structure ".
The "Guidelines for Compulsory Education Information Technology Curriculum in Jiangsu Province (Trial)" pointed out that information technology teaching should be "based on the development of students' information literacy and focus on the life-long development of students." The effective internalization of information culture "" enriches the learning process of information technology courses and advocates diversified learning methods ".
Under the guidance of self-organization theory, urban middle school information technology classroom teaching should have the following characteristics:
1. Information technology classroom should reflect openness
â‘´Open teaching content
The subject of information technology is a highly practical subject, which is closely connected with students' lives. For example, "Radiation in Life" examines practical problems in life from the perspective of information technology, and integrates knowledge of disciplines such as physics, chemistry, and biology, and cultivates students' ability to use information technology to learn and discuss other courses; Card—Introduction to Photoshop uses technology as a tool to educate students to correctly understand and understand the cultural, ethical and social issues related to information technology.
⑵ Teaching objectives are open
The achievement rate of teaching goals in classroom teaching is one of the important indicators to judge the success or failure of a class. However, a class is only 45 minutes after all, and the final effect of teaching is a long-term accumulated result. For example, the textbook analysis of this unit of "Flowers and Flowers-Flash Elements and Frames": According to the requirements for animation production in the "Guidelines for Compulsory Education Information Technology Curriculum in Jiangsu Province": "Learn to use an animation production software to try to make simple Animation, understand the basic principles of animation generation. "In the actual teaching, the content of the teaching material was partially reorganized, thereby forming a flash unit teaching strategy with the theme of" flowers blossoming ", and the unit teaching content focused on components, frames and Three major flash points of layers, combined with tools and panels for multiple combination teaching.
2. Information technology classroom should reflect nonlinear
â‘´ Non-linearity of teaching system
Teachers and students in the teaching system are living individuals with advanced thinking skills, and are independent individuals with personality and temperament.During the teaching process, the dialogue and communication between teachers and students will spark sparks beyond the preset, Generate new highlights. However, in the information technology class, due to the excessive use of teaching media (computers), the non-linear dialogue between teachers and students is split into a linear dialogue between teachers and machines, and students and machines. This is a problem that deserves attention. "Growing with Youth Olympics-Photoshop Synthesis" explores the non-linearity of information technology classroom teaching goals by brainstorming group communication; "Creating Creation Description Form" takes open tasks as the main line, and tries to teach with tasks to promote communication Non-linear content.
⑵Nonlinearity of teaching space
Students take classes in computer classrooms, and the seats are linear and fixed, which is very inconvenient for students to communicate with each other. In daily teaching, students are evaluated in a variety of ways, and the results of the learning group actively constructed by students are used to give students multi-faceted evaluation. While paying attention to the learning effect, they also pay attention to the teaching goals. Performance in communication and guidance.
3. Information technology classroom should reflect fluctuations
â‘´ The classroom is far from equilibrium. An over-balanced teaching system lacks innovation. It pays attention to the dynamic generation of information technology classrooms, away from equilibrium, and is more conducive to the cultivation of students' innovative spirit.
⑵Use technical means to reflect the feedback mechanism. In classroom teaching, change the evaluation status of evaluating students according to their cognitive level, adopt a variety of evaluation methods, and consider and evaluate individual learning effects from individual learning factors such as self-efficacy, self-motivation, choice of learning strategies, cooperation ability, problem transfer degree.
3. "Self-organizing" Teaching Strategies of Information Technology Class in Urban Junior High School
Teachers can effectively realize the self-organized teaching system environment only by deeply grasping the teaching content and organizing teaching, and carefully designing corresponding teaching models for various courses. The "Guidelines for Compulsory Education Information Technology Curriculum in Jiangsu Province" require "insisting on information technology as both a learning content and a learning tool". In the information technology class, students not only learn information technology knowledge, but also integrate relevant knowledge from other disciplines to form Works with individual characteristics, use it as a learning tool, use information technology to improve learning methods, and improve learning efficiency.
(1) New teaching—entry mode according to demand: the situation of introducing the subject is voluntarily put forward by the students according to their own needs, and the teachers look for suitable interfaces for the teaching objects and teaching content.
⑵Exercise class—Material cloud sharing mode: change the way that supporting information was designed and provided by teachers in the past. Students build a shared material library based on their own resources. Because the source of the material has the characteristics of "cloud", such material can also be called material cloud. Teachers provide supporting information related to teaching content for shared information.
â‘ Use students' personalities to reorganize teaching materials to accumulate material clouds for unit activities. â‘¡ Arrange teaching content according to students' needs and construct material cloud for classroom teaching.
⑶Review class-node interactive handshake mode: Each learner is a person with independent thought and unique personality. The teacher encourages students to communicate freely and randomly through the design of the learning task that meets the teaching goals, and changes the interaction between human and machine to human-machine. Three-way interaction.
According to the actual situation of students, under the support of self-organization theory, formulate the evaluation criteria of information technology disciplines suitable for students of our school based on students' actual conditions, as a supplement and improvement of the existing evaluation system.
Corresponding to the teaching mode, it should also have an evaluation mode: â‘ The evaluation mode combining summary and process evaluation is the main body. In daily teaching, pay attention to the combination of qualitative and quantitative evaluation standards, and record the progress and growth of each student through various forms of evaluation methods such as student growth portfolios and learning records, and conduct process evaluation. On the other hand, it also pays attention to the application of summative evaluation in the discipline of information technology, using traditional standardized evaluation methods at the end of a unit, mid-term or end of the term to ensure the consistency of the completion of teaching objectives. â‘¡ Supplement the learning evaluation model that reflects the characteristics of non-linearity, collaboration and openness. As an independent individual, each student has the right to independently complete tasks and cooperate to complete tasks.Teachers not only evaluate the learning effect of students based on the completion quality of a single assignment, but also pay more attention to the individual learning in independent learning and group cooperation in the learning process. Personalized embodiment. Coursework is not only reflected in closed classroom tasks. Extracurricular activities related to information technology class knowledge can be used as evaluation content, focusing on the cultivation of students' adaptability and experimental ability in open teaching.
references
[1] Wu Tong. Research on self-organizing methodology [M]. Beijing: Tsinghua University Press, 2001
[2] Liu Demerg, Li Guangzhou. Research on the evolution of teaching system based on self-organization theory [J]. Teaching Theory, 2008, 5:59
[3] Wang Jixin. Design and creation of nonlinear learning space [J]. China Audio-visual Education, 2010, 1
[4] He Kekang. Using the "new three theory" system method to promote the in-depth development of instructional design theory and application [J]. China Audio-visual Education, 2010, 1
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