Study On The Development Strategy Of Information Technology And Curriculum Integration In Elementary And Secondary Schools

With the further advance of education informatization and elementary education reform, there has been an upsurge in the implement of information technology and curriculum integration among elementary and secondary schools. Information technology and curriculum integration have effected a shift from traditional teacher-centered teaching structure to one that is featured by equal emphasis on learning and teaching. In recent years, much has been achieved in the research of the connotation, gradation, pattern and method of information technology and curriculum integration; however, it has not been employed in practice, and accordingly the implement of information technology and curriculum integration in elementary and secondary schools is far from being satisfactory.Further, against the background of quickening the steps of education informatization on a nationwide scale, it becomes all the more necessary to examine the progress of education informatization in Henan. Findings are that little has been done on the study of the education of information technology and information technology and curriculum integration. In view of this situation, the author makes a thorough analysis and research of the current state of information technology and curriculum integration among elementary and secondary schools in Henan. First, 480 teachers and students in 24 key elementary or secondary schools of the provincial or municipal level in Henan province, primarily in Zhengzhou, Luoyang, Xinxiang and Kaifeng, are subjected to questionnaires and individual interviews. Second, based on the analysis derived from the foregoing research, the author listed the problems and deficiencies in information technology and curriculum integration in Henan, and suggests possible causes thereof. Last, in light of the problems, suggestions are given regarding the development of information technology and curriculum integration among elementary and secondary schools in Henan. This paper is divided into five parts:Part One: Preface. This part explains the reasons, purposes, thoughts and methods of the research.Part Two: Theoretical study into information technology and curriculum integration .This part falls into three segments: (1)definitions: The definitions of information technology, curriculum, information technology and curriculum integration are discussed here; (2) theoretical foundation: The author considers that the theoretical foundation of information technology and curriculum integration is mainly composed of five parts; namely, modern teaching theory, modern learning theory, modern curriculum theory, complexity scientific theory and multivariate intelligence theory; (3) reference criterion in the diagnosis: In accordance with state files and files of Henan, four parts are generalized from the diagnosis; namely, information technology hardware construction, information technology education resource construction, primary and secondary school information technology curriculum, and application of information technology and curriculum integration.Part Three: investigation and analysis of the current state of information technology and curriculum integration among elementary and secondary schools in Henan. The author deals with information technology hardware construction, information technology education resource construction, primary and secondary school information technology curriculum, and application of information technology and curriculum integration of the current state information technology and curriculum integration among elementary and secondary schools in Henan. Based on the analysis of the research, the author considers that eight factors are accountable: (1)marked regional discrepancy due to regional and economical restrictions; (2)inadequate emphasis from schools and not enough popularization; (3)lack of funds for schools to run; (4)severe imbalance in hardware and software development; (5) no uniform rules and regulations, and inefficiency in utilizing available resources; (6)superficial comprehension of integrity by teachers; (7)difference in teachers' capacity in educational technology; (8)lack of unified guiding theory.Part Four: Development strategy of information technology and curriculum integration among elementary and secondary schools in Henan. Eight suggestions: (1)to change schools' teaching concepts and managing concepts, to make sure of the smooth impletion of integrity; (2)to balance hardware and software construction and improve schools' teaching resources; (3)to change teachers' teaching concepts and deepen their comprehension of integrity; (4)to strengthen teachers' training in education technology capacity, to improve their own level; (5)to emphasize teachers' training in application of integrity and help them with it; (6)to set up relevant encouraging and evaluating mechanism and strengthen integrity; (7)to emphasize students' role as the master and direct them in the change of study pattern; (8)to reinforce inter-school communication and cooperation and inspire teachers' and students' competitiveness.Part Five: Concluding remarks. This part makes an objective analysis of information technology and curriculum integration among elementary and secondary schools in Henan and its prospects, pointing out, too, this paper's own deficiencies as well as its areas in future research.