The Status Of Implementation Of Research, Based On The Cbam High School It Courses

In the 21st century, with the speeding advancement of social information,'the application of information technology in people's social life is becoming more and more popular. Therefore, as a citizen in new era, the ability of grasping a certain amount of information is the requirement of the times and survival. In 1999, the decision on deepening the reform of education and advancing quality education all-round, released by the Chinese State Council, requires to popularize the education of computer operation and information technology in well-equipped high school and elementary school. Meanwhile, The Ministry of Education also included information technology as a compulsory course into the new curriculum scheme of ordinary high school in the same year. The promulgation of The Standard on Trial of Information Technology Curriculum in Full-Time Ordinary High School in 2003, and the implement of high school information technology new curriculum in Guangdong, Shandong, Hainan and Ningxia provinces as pilot experiment in 2004 marked information technology education in high school has entered a new developing period. That is to say the original computer education has been evolved into information technology education and the goal of curriculum has been turned from mastering computer knowledge and skills to cultivating information literacy. Nowadays, the new curriculum on information technology has been implemented nationwide, as mentioned by the scholars as "Reform is a journey", but it should not be stopped at promotion and we must realize that we still have a long way to go in reform. How to implement the new curriculum now? The paper is focused on the attitude of the teacher of Information technology on new curriculum and their affection performance, because the teacher is the key to course reform. Only when wonderful curriculum becomes educational concept of teachers could it get real implementation.Guided by "Concern Stage Theory" in CBAM, this study discusses the stage of concern situation of information technology teachers in high school in Xianyang City by questionnaire, and then analyzes the deficiencies in the current stage and the reaspns of the problems and finally launched revised strategy so as to vigorously promote the recognition of new curriculum by information technology teachers and to accelerate the implementation process. The main focuses of this study are as follows:Chapter 1 is aimed to explain the background and significance of this study; Chapter 2 summarizes the related.research at home and abroad; Chapter 3 mainly introduces the theoretical basis of the research and the design of the study process, and makes some modifications on SOCQ questionnaire to make it suitable for the new feature in information technology; Chapter 4 covers the statistics analysis of questionnaire. It draws the overview map of the Stages of Concern of the information technology teachers in Xianyang City, and finds out some existing problems and the reasons of them.; Chapter 5 points out that the study conclusions. The existing problems of teachers in the development of the Stages of Concern:firstly, resistance to the new curriculum are existing in teachers'attitude; secondly, less attention are paid to their roles changed in the new curriculum and not adequate knowledge of the new curriculum standard; thirdly, comparatively severe contradiction between working interest and work responsibility results in less concern on the effect of implementing new courses; fourthly, the Stages of Concern map shows that information technology teachers' concern stage has reached "cooperation" stage, but there is still inequity existing in cooperation, for example, teachers prefer to grasp other's information and conceal their status.Finally, the strategy to solve problems is put forward.