Research On The Use Of Learning Resources In The High School Information Technology Classroom Guided By The Theory Of Self-organization

The high school information technology curriculum standard put forward the idea of "cultivating students practical ability to solve problems, scientific inquiry ability and innovation ability". The curriculum emphasizes that the design problem should be combined with the students’ life and learning practice. To make students master the idea and method of applying information technology to solve the problem in the process of activities. As a result, more and more information technology teachers spend their thoughts to create learning resources for students to study independently. But in fact, Most students ignore the learning resources in the class and make the learning resources not play the role in helping students to learn. That problems not only cause the waste of resources but also inimical to cultivating students’ ability to solve problems by using existing resources.To improve this situation, This study introduces the concept of "self-organization theory". Based on the results of the current situation investigation and combined with the self-organization theory, designed solution that make the students use the learning resources spontaneously in the high school information technology class. At last, using these solutions to teaching practice three times by method of action research and then put forward effective strategy for the use of learning resources in the high school information technology class guided by the theory of self-organization.It is very difficult to apply the self-organization theory to the teaching practice, because the education itself is a very complicated research field.The research of teaching practice is actually to study the student’s thought. People’s thought is no doubt more complex. Research on the application of self-organization theory to the learning resource utilization of information technology in senior high school, that is the study of how to promote students to acquire knowledge spontaneously, actively and efficiently, form their own knowledge system provides a convenient, until they use of the existing learning resources to solve practical problems.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 current research status of self-organization theory and its application in teaching research, the information technology teaching, especially the information technology learning resources. At last we analyzed the rationale of the self-organization theory and the information technology curriculum learning resources.The second part includes chapter three and chapter four. Using the questionnaires and interviews to investigate the present situation of the use of learning resources in the high school information technology classroom. Based on the results of the survey and self-organization theory designed a solution that make the students use the learning resources spontaneously in the high school information technology class. And elaborate designing concept, design elements(including instructional design, learning resources design, observation dimension design, interview outline design and questionnaire design),strategy design of the solution.The third part includes chapter five which stated practical inspection and correction of the solution for the use of learning resources in the high school information technology class guided by the theory of self-organization. Students of grade A in 9 middle schools were as participants in GuiLin. Instructional design based on the solution and practice teaching, By oneself the role as a teacher (that is, the role of the coach). This study had three rounds of teaching practice research whose each round of study was based on the previous round of practice. Observation, interview and reflection on the use of learning resources in teaching of middle school students, we would modify and improve the initial model, and then take the second, third round of teaching practice to achieve the purpose of the solution for the use of learning resources in the high school information technology class based on the theory of self-organization.At last, the forth part includes chapter six. Modified and perfected the solution for the use of learning resources in the high school information technology class based on the theory of self-organization. And last puted forward effective strategies of using learning resources in the high school information technology class guided by the theory of self-organization.The results were found in the study:The present situation of the use of learning resources utilization was not high and bad evaluation in the high school information technology class. There were many reasons for hindering the effective use of learning resources. Introduction of self-organization theory to guide the effective use of learning resources was necessary.After three times of action research teaching practice, the solution design for the use of learning resources in the high school information technology class guided by the theory of self-organization. There were several conclusions:Not all of the learning content is suitable for the use of learning resources in the information technology class. The self-organization theory is introduced to improve the utilization of learning resources. Situation creation to have uncertainty, task arrangement to reflect the difficulty gradient, creating an environment for the use of learning resources. Attach importance to the creation of the self-organization environment, make the make learners system interact with teaching environment to complete the learning process.The effective strategy of the use of learning resources in the senior high school information technology class guided by the theory of self-organization:Analysis of learning content, around the theme of learning design. Learning situation analysis, take the student as the center. According to the learning content, setting activities, difficult to break their original balance. Learning knowledge point one, to strengthen the material, energy and information input, establishing a new balance. Task driven, the existing knowledge can not support learning, to break the balance again. Provide learning resources, spontaneous choice to establish a new balance of the way, to promote the use of learning resources from the self-organizing to take place. Share the exchange and summary, information output, test generation, for the student to obtain satisfaction and achievement.