In the teacher training in Zhejiang Province, the emphasis is on promoting the application of information technology in primary and secondary schools, and encouraging teachers to “deepen application and integrate innovation†in classroom teaching.
Different classrooms: deep integration of information technology and subject teaching
A group of primary school students holding paper and pencil looked up at the golden leaves, and their expressions were focused... In November 2016, the autumn day was high, and the sixth grade 601 students of Donghe Township Central Primary School in Zhuji City, Zhejiang Province were in the last section. Lessons - Language and Art Integration Course. The instructor Xuan Guodong is a teaching teacher from Binjiang Junior High School in Zhuji City. Xuan Guodong first told the students about the observation and painting essentials, and she kept taking pictures while the students were sketching. The way students write, color, and the color of different leaves, the sun shines directly from the gaps in the trees like a waterfall, and they are all included in her mobile phone. After returning to the classroom, Xuan Guodong asked the students to write "instructions" for their paintings - why do you want to express what you want to say? Xuan Guodong has been walking around the classroom to take pictures during the student writing. After the student's writing came to an end, Xuan Guodong returned to the podium and began to play the photos he took with his mobile phone on the big screen: the trees under the sun, the students' paintings and paintings, and she used the electronic display and comments. The whiteboard function marks and modifies the student's work... One student said that it was really fun. The first time I saw my painting on the big screen, I also saw the composition written by other students... The students in the whole class are interested. abundant. Xuan Guodong said that she mainly used the same screen technology in this class. After taking over the class in September 2016, she found that writing teaching in the Chinese class was a big problem. Children in their teens have a short concentration of time, and teachers simply explain that students will feel bored when they listen for a while. For the writing or painting rules that teachers have said, they often know a little about it. When they drop the pen, they often frown and bite their heads, feeling that they can't start. Using the same screen technology, students can record the process of painting and writing in time, upload it to the big screen and explain it at any time. Teachers can also walk down the platform and communicate with students at any time according to the situation, which fundamentally changes the classroom teaching that the teacher explained in the past. the way.
The art class of Lu Xiajuan of Mao Dun Primary School in Tongxiang City is based on the theme of “fancy houseâ€. Before class, she collected a large number of related beautiful architectural pictures. In the classroom, students were asked to summarize the basic framework of the house from their own life experience. Next, use the interactive whiteboard to display the unique design of many houses in ancient and modern China and abroad, and then let Students use their imagination to design the doors, windows and roofs of houses. In order to broaden the students' thinking and let them understand that the design of doors, windows and roofs is not necessarily limited to regular graphics, Lu Xiajuan also introduced micro-courses to explain the unique ideas of some architects. Students who complete the design can upload their work and display it on the interactive whiteboard. This kind of teaching method is vivid and intuitive, which stimulates students' desire for knowledge and enthusiasm for creation.
The above two teachers are all participating teachers in the information technology application capacity improvement project for primary and secondary school teachers in Zhejiang Province. It is reported that the project has been organized and implemented since December 2014. In order to achieve the requirement of “advanced deployment of education informatization, prioritizing development, making it an important support and strong guarantee for accelerating the modernization of educationâ€, the “Application Information Technology Optimization Classroom†was set up. Teacher training courses on the three themes of “application information technology transformation learning method†and “application information technology support teacher professional developmentâ€. From the pilot in 2015 to the full roll-out in 2016, a total of more than 320,000 teachers participated in the training and received good results.
Ensuring the quality of training and enriching curriculum resources
In order to combine the actual situation of the province and effectively improve the application ability of teachers' information technology, Zhejiang Province has issued a guide for the development of training courses for information technology application skills of primary and secondary school teachers, which guarantees the richness and effectiveness of curriculum resources. At the same time, the implementation of a practical teacher teaching skills diagnostic evaluation and developmental evaluation mechanism to ensure that teachers can correctly conduct self-diagnosis before the training, and properly evaluate themselves in the training. Under the protection of a number of measures, the participating teachers adopt the independent selection method of stratification, classification and sub-disciplinary training. First, they can choose their own satisfactory training institutions for learning. Secondly, they can refer to the results of their own information technology application ability diagnosis and evaluation. Choose the subject curriculum in the platform that suits your professional development needs.
In order to ensure the quality of training, Zhejiang Province's primary and secondary school teachers' information technology improvement project management institutions and teacher training quality monitoring centers have set up relevant selection and evaluation mechanisms, from curriculum resources, training services, expert support, technology platforms and other dimensions. The training institution conducts a comprehensive inspection. During the evaluation process, each district and county can vote according to the selection and evaluation results and their actual experience. After the selection and competition mechanism, Zhejiang Province finally selected Zhejiang Normal University, China Teacher Training Network, Hangzhou Normal University and other outstanding training institutions within and outside the province to undertake relevant training programs.
Among them, the China Teacher Training Network has undertaken a lot of training tasks. In response to the needs of teachers in Zhejiang Province, they have developed curriculum resources suitable for local subjects. For example, in the comprehensive practice activities of some elementary schools and junior high schools in Zhejiang Province, there are different conditions for information technology and labor technology to start classes. For this reason, when setting up training courses, comprehensive practical courses are arranged, and independent information technology is also arranged. Discipline and labor technology subjects. In the face of less training in music, sports, fine arts and other disciplines, and the scarcity of curriculum resources, they also provide a large number of curriculum resources for these so-called small-disciplinary teachers.
Through questionnaire survey, it is found that Zhejiang teachers have a strong demand for technology application courses. In 2016, the training network developed a practical online course such as “PPT Animation Design and Teaching Applicationâ€, and focused on topics such as “Application of Interactive Whiteboardâ€, “Classroom Application of Same Screen Technologyâ€, “Innovative Tools and Software Applicationsâ€. It has carried out a number of special technical training and offline training activities to help teachers master technical tools, optimize classroom teaching, and encourage participating teachers to conduct various classroom exploration and innovation.
Taking geography teaching as an example, the teaching content such as contour maps in the past is generally difficult to understand in the past teaching, and the learning effect is not very good. After studying information technology, the geography teacher Cheng Sisi of Wenzhou Nanpu Experimental Middle School improved his teaching design in time. At the exhibition site of the teaching activities, Cheng Sisi went to the section “Interpretation and Application of Contour Topographic Maps†in the Information Technology and Subject Content Integration Course. She took Ipad to organize students to study geographic contours, and carried out dynamic 3D maps and contour demonstrations to guide students to conduct group discussions. The students were very excited and very engaged.
Inspire teachers' enthusiasm and encourage classroom teaching innovation
Fang Qin, a teaching and researcher at the Shangcheng District of Hangzhou City, said that now, on a rainy day, the children of Shangcheng District Primary School can also “play football†in the classroom. Use the electronic whiteboard to display the situation where the football is placed on the ground, then use the arrow to mark the part of the kick, and then use the arrow to indicate the direction of the football after the force... Students can team up to simulate the game, the team is named after their favorite star team. You can design or choose your own team logo and team logo. This form of teaching has greatly stimulated the enthusiasm of students to participate in the football culture, and some girls who do not usually love sports are also actively involved. This teaching software was independently developed by the physical education teachers in the district after participating in the information capacity improvement project. It has been repeatedly praised and praised in various teaching competitions, and is regarded as an example of teachers using information technology innovation teaching.
In Zhejiang, it is not uncommon for teachers to focus on technology for my use and to improve innovation in applications. Xu Jianhua, Zhejiang Province Teacher Education Quality Monitoring Center, said that when the training program was initially discussed, the Zhejiang Provincial Department of Education proposed that the “capacity improvement project†must be placed on the application, and it is necessary to fully consider the actual needs of teachers and promote Teachers apply in learning, actively learn in applications, and innovate in classroom teaching.
Zhejiang Province adopts the training model of “school-based training as the foundation and network service as the supportâ€, and establishes a management system for school-based training and classroom teaching practice under the information technology environment. It requires online learning to promote school-based training and classroom teaching practice, and realize training and The combination of disciplines, combined with the actual needs of teaching, combined with classroom teaching applications, highlights case teaching and classroom applications, strengthens the situational experience, enabling teachers to learn, practice, apply, and enhance. The province clearly stipulates that school-based training and teaching practice should not be less than 60% of the total training period.
In order to implement the educational concept of “deep application, integration and innovationâ€, Zhejiang Province held the information technology application innovation competition for primary and secondary school teachers in the province at the end of 2016. The competition consists of four parts: instructional design, teaching courseware, classroom recording, and teaching reflection. The information technology capacity improvement project is also combined with the province's “one teacher, one excellent course, one class one teacher†activity, and encourages teachers of all disciplines to “walk the class†online. These measures have promoted the general improvement of the application level of teachers' information technology in Zhejiang Province.
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