The Pattern Study Of The Deep Integration Of Information Technology And Mathematics Teaching

From the end of last century familiar "computer-assisted instruction" to 2012 issued by “the ten years of educational informationization of developmental plan(2011-2020)”,referred to achieve the informationization to lead the education’s ideas and education’s patterns of innovating and developing a path of information technology and mathematics teaching “deep integration”.Our country also has been exploring how to use technology to improving the quality of education.Then,how did the evolution from "computer-assisted instruction" to "deep integration" in China? How to measure the "deep integration" of mathematics teaching? What is the integration of technology and subject in current mathematics teaching? What would a deeply integrated math teaching case look likes? It is necessary to clarify the historical context,establishing the criteria for evaluating the in-depth integration,show the cases of integration,and further discuss the patterns for the deep integration of relevant technologies and curriculum knowledge in Chinese mathematics teaching from the theoretical level to the practical level.First of all,through searching and combing the literature,it is found that the relationship between information technology and curriculum in China can be divided into four stages in chronological order,which are computer-assisted teaching,the integration of information technology and curriculum,the integration of information technology and curriculum,and deep integration of information technology and curriculum.At the same time,these four stages also have the following characteristics:1.In each stage,the educational practice is closely related to the educational policy of our country.2.The topics,technical tools and techniques discussed in each stage have their own characteristics in the application scope and methods of mathematics teaching;3.In each stage,there is a lack of standard,and no judgment standard for auxiliary teaching,integration,integration and deep integration is put forward.Then,based on the theory of multimodal discourse analysis and TPACK and the relevant practical research in China,constructing the standards for deep integration of information technology and mathematics teaching.The standard is divided into two dimensions,one is the breadth of development,the other is deep of integration.The depth of integration includes four levels of teaching forms,teaching and learning tools,mathematical functions of information technology and courses of mathematics.In terms of development breadth,it subdivides each deep layer.In the teaching form layer,it discusses the teaching material form,teaching environment,teaching method and learning method.Teaching and learning tools include demonstration,individualized learning,learning communication,information processing and cognition.The information technology mathematics function layer has enhancesinteresting,enhances efficiency,helps solve the problem;The course of mathematics includes teaching and learning methods,forming content,functional structure and overall conception.According to this standard,the author makes a coding analysis of22 mathematics evaluation courses of Xinjiang junior middle school,and then analyzes the specific contents of the teaching form,teaching and learning tools,and the level of mathematical function of information technology,and then makes a summary of the mathematics course level.It is found that in terms of teaching and learning methods,most of the mathematics classroom teaching in the sample is in the research learning type and cooperative learning type.From the perspective of using information technology to help understand the formation content of mathematical subjects,most of the samples are reflected in the display of mathematical graphics,mathematical images,videos and the comparison of corresponding contents with the help of courseware,but not enough is done in the use of mathematical software and the depth of understanding with the help of mathematical software.From the point of view of each link that constitutes the functional structure,the use of information technology in the sample is mostly reflected in the introduction link.In terms of overall design,teachers should also strengthen their information literacy and think deeply about which content and link can achieve better classroom effect by using information technology.Finally,a case of "deep integration" is provided based on the standard and the analysis data.