Based On Information Technology Subject Of Critical Thinking Ability Training

In 2002 in the United States in global range first "21st century skills" develop a learning framework framework explicitly pointed out that the importance of information, media and skills. 2010 Singapore also in their educational goals(21st century competitiveness) framework emphasizes the learner’s ability structure. Now in twenty-first Century, citizens should have what kind of skills to adapt to the digitalization of information society? China’s new national curriculum reform this year, more than 10 years to that new lesson change the biggest change is to help students through the learning materials, the acquisition of a "to resolve the practical problems in life, the method of". Critical thinking is a kind of method to solve practical problems in life, is to help the students to improve their inner value of a kind of advanced thinking mode. When our action or thought is considered to be reckless, often because we skip the necessary critical thinking links or is due to our critical thinking is not properly function. Thinking only with critical thinking after, is clear, conscious, can also reduce the possibility of error making mistakes, in fact, the understanding of things every further should reconsider and so on the basis of a critical innovation. Just middle school stage is an important period of cultivating students’ thinking ability, if students do not form the critical thinking, adult after entering the society would be difficult to reason, structured analysis, judgment and choice. In this sense, critical thinking is necessary in the process of the growth of middle school students and the necessary links. Beginning in the 1960 s, in to the United States as the representative of the western developed countries and Asia, South Korea and Japan critical thinking research, popularization and application of has been very active, from primary school to university were involved. The characteristics of information technology disciplines determines the training the thinking ability of the students. The purpose of this paper is combined with the current situation of information technology teaching, discusses how to cultivate students’ critical thinking in the teaching of information technology.The basic framework is as follows:The first chapter mainly introduces the research background, origin, research methods and theoretical basis, and literature reviews, summarizes and defines the concept of critical thinking, and combs the domestic and foreign related research and their merits and defects, analysis of the critical thinking is the focus of education in the world, by clarifying the relationship between middle school students’ information literacy and critical thinking, and ultimately determine the core of the research of critical thinking, that is, training students to the interpretation of things, analysis, evaluation, reasoning, self reflective thinking process.The second chapter is the introduction of the process of teaching design and application. According to the practice of rural middle school teachers to the cultivation of critical thinking tendency was detected and found that the teachers in the enrollment rate of the catalyst, with little ability training; at the same time according to the critical thinking skills for the students of grade nine indicators of a critical thinking ability of detection, detection of rural middle school students, especially the slow development of children in critical thinking the ability of data analysis based on the measured direction left behind, the two, combined with the general strategy of the cultivation of critical thinking, the teaching process design, construction of the "four links and ten small steps" teaching process, and according to the information technology curriculum in grade nine, the four links of "ten small steps" into classroom teaching the optimization of the learning plan teaching, practice teaching. In order to ensure the validity and reliability of the research data, according to the characteristics of the culture of teacher’s class, ten classes of 1, 3, 5, 7, 9 five classes as the experimental group were cultured, 2, 4, 6, 8, 10 five class as the contrast group in accordance with established practice, normal teaching.Investigation and Discussion on the application of the third chapter is the analysis of the training of critical thinking. After three lesson plans, several weeks of training, according to the critical thinking skills index again to all the students in the ninth grade were detected, and the data of experiment group and contrast group respectively, statistics, comparison and analysis of the and the teaching effect of contrast test, effect and some need to improve the drawbacks found in the "four links ten small steps" teaching process of junior high school students’ critical thinking ability of development. Of course in this chapter the author will also in practice teaching and the difficulties were listed, hope by newcomer research attention.The fourth chapter puts forward the strategies of cultivating critical thinking in the course of information technology. Based on critical thinking, thinking process(of things of interpretation, analysis, evaluation, reasoning, self reflection), information technology teachers must follow the characteristics of information technology disciplines, and gradually penetrate deep critical thinking; play a group of students learning function, clear division of labor, let each student to participate, to avoid students in network learning trek; appropriate use of "scaffolding to build can help students understand case scenario, thinking to find a breakthrough; under the environment of information technology, the cultivation of critical thinking to prevent the alienation of technology. At the same time, the author in the process of practice deep experience to the importance of the role of teachers, to the cultivation of critical thinking for students, teachers should first of all have a strong critical thinking ability, so teachers’ critical thinking ability culture from the long term should be included in the field of teacher development, also needs to be further study by scholars.The fifth chapter is the summary and prospect. The author intends to in the future work, relying on domestic and foreign about strategies for cultivating students’ critical thinking further of "four links ten small steps" teaching process were revised and improved in order to work to drive a group of colleagues, training a group of has excellent critical thinking of students and to contribute to a harmonious society.