Study On The Influence Of Virtual Experimental Teaching Resources On Teachers’"Integrate" Adaptive Metacognition

The teachers are practitioners of information technology and curriculum integration,itself a direct impact on the level with the ability to integrate information technology andcurriculum integration of key factors. In recent years, with foreign research on adaptiveexpertise, the concept of more and more domestic concern of educational researchers. In thiscontext of information technology and curriculum integration, teachers must not only face thecontinuous development of information technology teaching environment, but also need tochange classroom instruction based on the personnel requirements of the information agestructure,This requires that teachers need to "integrate" situational adaptive meta-cognitiveabilities of the teachers are important factors affecting teachers cognitive-teachers teachingprocess in and, therefore, we have reason to believe that teachers "integrate" adaptivemetacognitivegroup to promote teachers "integration" situational adaptability, ability toimprove teachers "integrate". The development of information technology teaching resourcesin the interest to support the teaching, and also should be concerned about the impact of theapplication of the principal-teachers.The text of this paper is divided into five parts, each part of the main content：Part Ⅰ: Introduction. This section introduces the research back and reviewed at home andabroad on adaptive expertise and virtual experiments.Part Ⅱ: theoretical basis. This part introduces the theoretical basis for this study is basedon.Part Ⅲ: teachers "integrate" adaptive metacognition. The limitations of this part of theresearch from the teachers’ metacognitive analysis teachers situational changes, and thenproposed adaptive metacognitive teachers. Then the combination of information technologyand curriculum integration scenarios proposed adaptive metacognitive teachers in the contextof "integration".Part Ⅳ: the virtual experimental class of junior high school chemistry teaching resourcesfor teachers to "integrate" the impact of adaptive metacognitive. From the body of junior highschool chemistry the virtual experimental class teaching resources analysis, the characteristicsof virtual experiment of the junior high school chemistry class teaching resources for teachersto "integrate" the impact of adaptive metacognitive.Part Ⅴ: Virtual experiment teaching resources for teachers ’integration’ adaptivemetacognitive effects of empirical research. This part of the observations and interviews,observation and recording teachers teaching in virtual experiment teaching resources to collect data and analyze, whether the for virtual experimental class teaching resourcesteachers reflect on the application of information technology resources and in classroomimpact on the role, and how these effects are the role of the study, and try to design class ofvirtual experiment teaching resources suggestions.