The Application Of Social Science Education Resources In The Teaching Of Info-technology Of Senior High

Shanghai Municipal Education Commission explicitly indicates in its promulgated "Shanghai Primary and Middle School Courses Scheme (Draft)" and related policies: the carry-out of courses including info-technology should fully emphasize the comprehensive development of all three goals for the students:knowledge and ability, process and methodology, attitude and value. However, the scope and level of the carry-out of courses depend not only on schools and teachers, also on the abundance of course resources and the level of exploit and application. In order to focus on expanding students' learning universe, enrich students'learning experience, improve students' info-technology accomplishment, multi learning and practice channels must be provided to students.Pondering the questions such as "how to set up the info-technology courses in middle schools?", "how to improve the quality of the info-technology coursed in middle school?", "how to develop students'principal function in the info-technology education" and linking the info-technology education course-based mission promoted by Science and Technology Commission of Shanghai Municipality, the author raises the theme of optimizing info-technology education by utilizing social science education resources. With teacher's guidance as principal, students'interest as the starting point, and students' learning experience and comprehension as goal, school utilizes social science education resources and establishes courses managed, organized, developed, and implemented jointly by the government and school. These courses are to be the important supplement of the current info-technology courses.This research starts with the study on this proposition in theory, collecting and putting together related theories and methods on optimizing info-technology education by utilizing social science education resources in China and overseas; for the course design, it then raises the practical teaching model of "scene-questions-comprehension-creation", and elaborates the theory foundation, principle, and procedures for utilizing social science education resources; finally, from behavior study, it launches detailed teaching practice, complies a set of "List of learning tasks of Shanghai Integrated Circuit Museum". With the analysis and sorting of various survey results, this research initially verifies the effectiveness of the teaching model of "scene-questions-comprehension-creation" based on utilizing info-technology resources, and illustrates the practical effect of social science education resources in the teaching of info-technology of senior high. This research intends to provide a reference and base for the frontline teachers engaging technology teaching in senior high. In addition, it is for further study and research by other researchers.This research has six parts. The first part raises the idea and provides definitions; the second part summarizes the study from the education industry from both China and overseas; the third part integrates the social science resources and info-technology teaching reform in senior high; the fourth part shows the model of application of social science education resources in info-technology teaching of senior high; the fifth part provides the case studies through school's teaching practice at Shanghai Integrated Circuit Museum; the sixth part lists inadequacy of this research and ushers a direction for further study.