The Development Of Information Technology Teaching Material In The Eyeshot Of Curriculum Management

After investigating and analyzing Information Technology Teaching material of high schools, we can draw the following conclusions: first, at present, there is considerable discrepancy in the knowledge and ability of information technology of high school students, and the teaching material itself is so limited in terms of content and quantity of information that it's not enough to satisfy the individualistic needs of the students because the information is carried by the medium of paper; second, considering the rapid development of information technology, the teaching material is out-of-date because of its long period of updates; third, the teaching material cannot reflect directly the distinction and reliability of the knowledge because of its lack of practice and operation, its limitation to written language and pictures, and its violation of principles of learning and skill formation; fourth, the students learn mainly through the teachers' explanation because of the single form of the teaching material, which limits the students' initiative. Under the teaching material's influence, teachers teach through the traditional way of instillation, and only use computers as tools for instillation.In view of the potentialities of high technology in reforming education and improving one's ability to learn, and in order to solve the problems in our information technology teaching materials, we should plan a pattern of multimedia teaching material system based on internet after some research by using the method of systematic scientific analysis. By doing so, it can also provide one way of thinking in developing information technology teaching materials in the perspective of curriculum management, and one way of solving the problem of conforming information technology with teaching materials.This system is supported by internet resources and multimedia technology, is directed in the perspective of the learners and is ensured by effective design of informational management in class.The following principles are to be followed when designing this system: first, the development of the students' individual characters should be connected with teaching aims, that is to form their informational accomplishment; second, the multimedia form of educational information should be connected with the educational resources in internet; third, the openness of this system should be connected with the principle of cooperation; fourth, structural evaluation should be connected with objective evaluation; fifth, education should be connected with recreation.We can see from the given functional chart of each system that the system is mainly composed by the following parts: intellectual management and control module, intellectual teaching system, automatic question-answering system, synthetical feedback system, resources bank, synthetical evaluation module and teachers' lesson-preparing module. Among these parts, intellectual management and control module is the center of the system and synthetical feedback system connects students with teaching and management system. There are two-way connections between different parts. Each part of this system is organized according to its own function, so as to coordinate to fulfil systematic aims.The basic characteristics of the system are the distinction of knowledge, the interactivity of learning activities, the independent and cooperation of learning. The students become their own master in learning because the educational resources can be shared, the educational activities are interactive, the object of education and knowledge are flexible and the education is individualistic. This system also provides a lot of learning patterns for the learners, such as independent activity learning pattern, exploratory learning pattern, cooperative learning pattern, reappearance learning pattern, and so on. At the same time, there are new breakthroughs in teachers' teaching patterns. The teachers can use independent interactive teaching pattern, self-adaptation teaching pattern, individual coaching teachi...