Research Of Collaborative And Exploratory Model For Information Technology Curriculum Under New Curriculum

This thesis is an action research after the new curriculum reformation started in high school of Hebei province and based on local Information Technology teaching situation. Under the new curriculum reformation in high school, starting point of the reformation in the traditional teaching model which is usually performed by instructing alone, and research with the methods of questionnaires surveying, observation, action research, combined with my experience of information technology teaching and reference to other teacher's suggestions, this thesis is intended to quest a new teaching model which is suitable for the information technology class in high school. The teaching model is based on local hardware condition and the characteristics of the students. It combines the collaborative learning and the integration of exploratory learning to improve students'ability of collaboration and exploration and raise their learning interest and efficiency. This thesis explored the construction of teaching model and teaching practice, enriched and developed the study of information technology teaching. It is made up by 5 parts.The first part is an introduction. It presents the background, current situation, purpose and significance, and research methods for the study.The second part is the theoretical Basis. In this part, the thesis discusses the theoretical basis of collaborative and exploratory teaching model for information technology curriculum and describes the collaborative learning and exploratory learning. This teaching model designs by the new curriculum information technology, constructivist teaching theory and the main educational theory. The fundamental goal of high school's information technology courses is to train students'information literacy. It focuses on training the ability of problem-solving, collaboration, alternate, exploratory and students'idea exchange and exploratory issues. The purpose is to establish healthy information culture in the teaching process. The definition of cooperative learning is that student participates in study by group, to achieve common learning objectives, in a certain incentive mechanism, maximize individual and others learning achievement, and some relevant conduct cooperation. Create knowledge as an exploration mode is a breakthrough point for student explore. This exploratory mode is finished in two classes commonly. In first class the main task is to complete the knowledge creation. In the second class is to complete the relevant survey report. During finish the task, teacher should regard the learning process as cultivating students' scientific literacy, prompt every student develop, emphasize the development of students' communicative ability in all phases of the study.The third part is the construction of cooperation and exploratory mode in information technology course. Through expounding the teaching principles of cooperation and exploratory mode, define this mode as that: the student study as the form of collaboration and explore at a certain themes. In this process, they collaboration, explore and exchange together, achieve learning goals finally. Due to the limited hardware conditions, in order to create effective with the current conditions, with the principle of promoting the comprehensive development of students, I Design this collaboration and exploratory teaching mode for the information technology course and express with a frame-chart form, and then introduce detailedly each link of the teaching process, analysis the relationship between teachers and students and teaching resources, elaborate the features of this mode. On the basis of limited teaching resources, I construct a new relationship between teachers and students. The basic goal is to train the students'integrated information literacy, achieve more satisfactory teaching effectiveness and the desired teaching objectives, and further improve the abilities of students such as independent learning, collaborative learning, explore the issue, identify and solve problems. It can urge students develop the habit of lifelong learning gradually and experience pleasures of collaborative learning and inquiry learning.The fourth part is the action research case. Action research process of this thesis is divided into two stages. The first stage is the experimental stage. The first teaching case which was designed in advance experiment in teaching classes. During the experiment, the situation of collaborative learning, explore the problem, learning interesting of the students should be observed and recorded. After classroom teaching, successful experiences which can be drawn and deficiencies which need to be corrected should be summarized. The second stage is a perfect stage. On the base of summary of experience and lack of first phase, the second case of instructional design should be changed opportunely, and then applied to teaching practice. Attention the student's classroom performance, records the students' emotional changes in the learning process, analysis the teaching effectiveness, all these are to provide referenced experience for further study of cooperation and exploratory mode.The fifth part is the conclusion for the thesis. Summarizes and analyzes of the experience of the research process and research problems. Point the further research on the prospect.