Study On Information Technology-based Instruction Strategies For Elementary And Secondary Schools

Information teaching and learning activities have opened a new way to solve various problems faced by the education while access to the information society, and provides a reliable means and methods to cultivate the quality of new talent information and innovation. Recent years with vigorously promotion of intbrmation technology in education; the application of information technology-based instructional strategies becomes a breakthrough and a key point in implemented information teaching and reformation of education in the world.Based on the documents and materials, with the help of Literature Analysis, the author makes a system introduction of the theory and practice of information technology-based instructional strategies, concludes the definition, content and characteristics of the information technology-based instructional strategies; summed up the analysis framework of information technology-based instructional strategies for elementary and secondary schools.With the previous work, such as the literature review of information technology-based instructional strategies, the author examinated and emended the analytical framework of information technology-based instructional strategy relying on the methods of teacher survey and classroom observation. Then, the author developed a series of tools that used in classroom teaching observation and focus group interviews in order to study the implementation status of the information technology-based instructional strategies in primary and secondary schools. This study finds that there are 10 main categories of information technology-based instructional strategies in primary and secondary schools. According to the application of various strategies in the teaching, the sort result of the 10 main categories is: curriculum content, teaching material showing strategies, information technology equipment application strategies, teaching software applications strategies, motivation strategies, cooperative learning strategyies, learning evaluation strategies, application of network resources strategies, classroom practice strategies, classroom interactive strategies, information technology learning tools application strategies.This study was carried out four application lever for the 39 information technology-based instructional strategies contained in the 10 main categories which mentioned above by cluster analysis of their practice in classroom teaching. These four application level are name that: basic prepared strategy, basic applied strategies, activity-based strategies and expanded strategiesMeanwhile, the study found that the application of information technology-based instructional strategies in primary and secondary schools need to be improved, in which the teacher is weight "hard strategy" out the "soft strategy" and their application form of IT-based instructional strategies is single. Then the author also found that the different teaching object, subject and teacher sex have an influence on the application of information technology-based instructional strategy; besides there is not a positive relation between the application of technology and instructional innovation.This dissertation includes five chapters. Chapter One is Introductions, in which the backgrounds, aims and values of this study are introduced, and the methodologies are discussed.Chapter Two makes a system introduction of the theory and practice of information technology-based instructional strategies application in classroom teaching, including the definition, content and characteristics. In addition, many information technology-based instructional strategies applied in classroom teaching and decision-making factor in the design process related with this study are analyzed and discussed.Chapter Three is about application of teacher survey and classroom observation to testing and emending the analytical framework for the information technology-based instructional strategies for elementary and secondary schools. Additional, the design and development of tools are discussed.Chapter Four is followed alter Chapter Three, and is the main body of this thesis, in which the status, application level and the role of teaching reformation of information technology-based instructional strategies in primary and secondary schools are explored and discussed.In the end, the final chapter, Chapter Five, collects the conclusions of the thesis and makes some discussions on the future for the author's study.