A Study Of Classroom Instruction Against The Background Of Education Informationization

Teachers are a group of people who engage in teaching practice through the adoption of special working methods and professional knowledge of particular fields. The 21th century is an era which witnesses a rapid growth of knowledge: with the development of computer and communication technologies, the gross of information is increasing exponentially. In this case, teachers should consider relocating themselves in terms both of knowledge reserve and of their capacity to comprehensively cultivate students. In the era of knowledge and in this IT society, what each individual should precedently acquire is the capacity to capture and learn knowledge. What is more, the ongoing curriculum reform and the increasingly-mature education technology have brought many new changes to our country's schooling and classroom teaching. This study is trying to present some personal opinions and inspirations gained during the research into these changes in classroom teaching, in the hope of providing some references and enlightenment for classroom teaching of the new phase so as to make a little contribution in this area. This essay firstly gives the definitions of some concepts relevant to this research, such as constructivism, education informationization, teaching mode and so on; secondly, it analyses the characteristics and functions of all key elements in the process of classroom teaching from the perspective of communication studies; thirdly, it briefly introduces the characteristics of traditional classroom teaching and those of classroom teaching against the background of education informationization; lastly, it analyses the differences between traditional and new modes of classroom teaching and presents some personal opinions and inspirations on teaching.This essay consists of seven parts:Part 1, introduction. This part briefly introduces the reasons for topic selection, presents an analysis and a summary of present relevant studies home and abroad, states the aims and meanings of this research, and illuminates the study thoughts and methods.Part 2, definitions of relevant concepts. This part gives the definitions of some concepts relevant to this research, such as constructivism, education informationization, teaching aim, teaching mode and so on.Part 3, an analysis of the key elements during the process of information communication in classroom teaching. This part perceives the whole process of classroom teaching from the perspective of communication studies and illuminates each of the elements and their functons.Part 4, present situations of China's classroom teaching. This part analyses the present situations of such aspects as Chinese teachers'outlooks on knowledge and teacher-student relationship, their information literacy, their abilities and so on. Besides, this part presents a brief list of teachers'understanding errors concerning education and teaching techniques and there is also an explanation of the necessity of this study.Part 5, new changes against the background of education informationization. This part, in terms of teaching aim, teaching contents, teaching method, teaching subject, teaching mode and so on, illuminates the changes emerging in classroom teaching activities against the background of knowledge-based economy and education informationization.Part 6, strategies for teachers to choose information to be taught in classroom teaching. This part compares and contrasts the characteristics of traditional and new modes of classroom teaching, and on the basis of which this part proceeds to elaborate on what strategies to take to meet the present social needs and how to check information.Part 7, conclusion. This part is a reflection over the whole essay, presenting a summary of the inspirations and defects in this study.