Survey Research, Information Technology And Integrated High School Mathematics Curriculum

Information technology and mathematics curriculum is a major bright spot of the integration of high school mathematics curriculum reform, but also the vast number of teachers and educators who are the subject of common concern. But after such a concept put forward in the actual process of teaching there is a lot of issues that need to be solved. Such as the existence of an integrated understanding of the errors,in the form of re-light the essence of good grasp of the quantity and degree of integration, how can we do to effectively integrate the deep-seated and so on is still a feeling of bewilderment.Therefore, this article through a pre-study, the two main studies, the initial establishment of the use of information technology and mathematics curriculum to integrate the evaluation of the effectiveness of indicators, through surveys, interviews, classroom observation, data analysis, such as video from the open class as well as day-to-day teaching perspective is the current information technology and integrated high school mathematics curriculum of the status quo, to measure the effects of integration and found that the problems and causes, with a view to reform-oriented course will provide some valuable basis for the practice of teacher education and teaching to provide reference and development.In this paper, sort out and summarize the information technology and curriculum integration of related concepts and existing studies,First of all, the use of literature review and data analysis, the initial establishment of an information technology and mathematics curriculum integration of the effectiveness of the evaluation index system, the indicator system from the instructional design, teaching resources, classroom implementation of three main factors;Secondly, the views and attitudes of teachers investigated. Through questionnaire surveys and interviews found that teachers of information technology for the integration of mathematics curriculum and the overall understanding of it is quite correct, but in some specific issues, not enough understanding in place, and only reflect the early stages of the integration of a number of features;Third, is the reaserch of teaching practice in specific studies.According to questionnaire surveys and interviews with the results obtained in practice in teaching and handling of materials to some of the practical approach, in a number of New Curriculum clear manifestation of the integration of local requirements, due to various objective and subjective reasons, have not been fully achieved.In addition, in accordance with the evaluation of measurement methods, analysis of video data revealed that teachers in public classes of utilization of information technology is very high, but it is different level of application; At the same time, the evaluation indicators used to measure the actual classroom observation, you can found that in day-to-day teaching, information technology does not completely reflect its advantages, the application of their teachers or stay in a more simple stage.Finally, this study analyzed more than a series of problems and found cause to further explore the information technology and integrated high school mathematics curriculum and effective strategy for the continuous curriculum made before some of the recommendations of its own.