The Reflective Teaching Practice Research Of Information Technology Course In Senior Middle School

New curriculum reform of ordinary senior middle school had begun in Guangxi province in2012, including information technology course. The main objective of information technology course is to cultivate information literacy of students. However there is a huge conflict and contradiction between traditional teaching way and the objective of new curriculum reform as well as the viewpoint of " technology deciding everything". In order to reform the teaching ways of teacher and learning ways of student of information technology course, this study would design reflective teaching mode of information technology curse, carried on three turns practice research and then propose reflective teaching strategy, which all was based on present situation investigation and designing of information technology.There are four main parts in the study:The first part includes chapter one and chapter two. In this part we would mainly discuss the reflective teaching in the aspects of theory and practice, the concept connotation, characteristic and significance of reflective teaching. At last we analyzed the rationale of the reflective teaching which included Action theory, Meta-cognitive theory, Constructivism and the theory of instructional system designing.The second part includes chapter three and chapter four. It was starting from the present survey results and theoretical deduction to design a reflective teaching mode of information technology and elaborate designing principle, basis and elements of reflective teaching mode.The third part includes chapter five which stated practical inspection and correction of the reflective teaching mode. Students of grade5middle schools were as participants in GuiLin,"reflective teaching mode" was applied teaching practice by guiding teachers. This study had three rounds of teaching practice research whose each round of study was based on the previous round of practice. At the end of the practice, analysing the results of evaluation, we would modify and improve the initial model, and then take the second, third round of teaching practice to achieve the purpose of perfecting the teaching mode.The forth part includes chapter six which explored core essential factor in the initial model. They were reflection on power, reflection contents, reflection ways and results, which all were modified and improved, and we would last put forward effective strategies of reflective teaching.The results were found in the study:Reflective teaching model of high school information technology has the characteristics of the nonlinear and spiral, including eight core elements; reflection motivation, behavior, reflection mode, content, identify problems, determine the strategy and plan, reflection action and results. Teachers’ knowledge, skills, and experience is one of the important factors which can affect the implementation of reflective teaching. The ways of teaching reflection included the teacher’s personal reflection, teachers collective reflection, as well as the collaboration between teachers and students. Teacher’s reflection strategy included teaching content, teaching target reflection, students’ characteristics of reflection, the reflection of teaching strategy, teaching resources reflection strategy and student behavior strategy.