How Do I Choose the Best Information Technology Courses?

Each article compares the relevant development trends of various countries and regions in the world, and reviews the development of domestic information technology courses. "Borrow the stones of other mountains, attack my jade". Based on this, discuss the development of information technology courses in China. Necessity, appropriate status, the goal of cultivating primary and secondary school students' information literacy, problems in the construction of teaching content system and problems and countermeasures in the construction of teaching materials, organizational strategies and teaching methods for teaching activities, system construction and methods for evaluation, Construction and other related issues. The book is comprehensive, clear in structure, rigorous in exposition, and popular in language. It can be used as a teaching material for information technology majors in colleges and universities.

Information Technology Curriculum

Status articles

Chapter 1: Comparison of the Status of International Information Technology Courses

Section 1 Policies and Plans for Information Technology Education

I. Policies and plans

Names and goals of IT courses

Comparison of policies

Implementation of Information Technology Courses

I. Countries without a unified curriculum

Integrated curriculum

Third, unified curriculum, grade requirements

Fourth, unified curriculum, different requirements

Section 3 Information and Communication Technology Courses in Primary and Secondary Schools

I. Countries and regions offering compulsory information technology courses

Countries and regions that emphasize integration of information technology with other disciplines

Countries and regions that combine the two

Chapter II The Status of Information Technology Courses in China

Section 1 Development of Information Technology Education in China's Primary and Secondary Schools

I. Experimental Phase of Computer Education

Formation and development of computer courses

Construction of Information Technology Courses

The Necessity of Offering Information Technology Courses

I. Information technology education has become an important means of national rejuvenation

Necessary conditions for personal development in the information society

Section III Curriculum Issues of Information Technology Courses

I. Forms of Information Technology Courses

The role and construction of hidden courses

Problems in the Construction of Information Technology Curriculum in China

Objectives

Chapter 1 Objectives of Information Technology Courses

Section 1 Comparison of International Information Technology Education Goals

I. Introduction to Information Technology Education Goals in Some Countries and Regions

Analysis and comparison

Section 2 Development of Information Technology Course Objectives

Computer culture

Computer tools (information technology tools)

Information literacy

Section III Development of China's Information Technology Curriculum Goals

First, computer education stage

Information technology education stage

Chapter 2 Objective Analysis of Information Technology Courses

Target Architecture of Information Technology Course

First, the positioning of information technology courses

Second, the structure of the target

Understanding of Information Technology Course Objectives

I. Blending of arts and sciences, laying the foundation for multidirectional development

Information competence is the core

Three, information activities as the main line, the goal is three-dimensional integration

Content articles

Chapter I Characteristics and Analysis of Information Technology Course Contents in Various Countries and Regions

Section 1 Analysis of the Content System and Characteristics of British Information Technology Curriculum

I. Analysis of the content system of British IT courses

Second, the British information technology curriculum system and unit cases

Third, the characteristics of the content of British information technology courses

Section 2 Analysis of American Information Technology Curriculum System and Its Characteristics

I. Introduction to Information Technology Courses in the United States (Taking North Carolina as an Example)

Second, the specific content of information skills courses in each grade

Third, the computer technology skills

Content Features of North Carolina Information Technology Courses

Analysis of the Information Education Curriculum System and Its Characteristics in the Third Festival

I. Content System of Information Education Curriculum in Japan

Analysis of Information Education Curriculum in Japanese Middle Schools

Section 4 Curriculum System in Other Countries or Regions

I. Analysis of the curriculum system and its characteristics in Taiwan

Analysis of Information Technology Curriculum System and Its Characteristics in Hong Kong

Chapter II Content Features and System of Information Technology Courses

Section 1 Features of Information Technology Courses

I. Features

Analysis of the Scope of Information Technology Courses

Third, attention to content construction

Development of China's Information Technology Curriculum System

I. Syllabus stage

Second, the outline stage

Third, the curriculum standard stage

Section 3 Organization of Information Technology Course Content

I. Characteristics of the content organization of foreign IT courses

Organization of Information Technology Course Content

Third, the carrier form of the course content

Chapter III Textbooks for Information Technology Courses

The first section analyzes the current status of information technology textbooks at home and abroad

I. Analysis of the status quo of the selection of foreign information technology textbooks

Comparison of content layout of information technology textbooks at home and abroad

Third, the current situation of China's information technology textbooks and current problems

Section 2 Problems in Writing and Arranging Information Technology Textbooks

First, emphasis on adaptability

Reflecting scientific, universal and forward-looking

Cultivate students' ability to use information technology to solve problems

Fourth, infiltration-fixed teaching method

Fifth, we must infiltrate the humanistic spirit and continuously cultivate the sense of social responsibility

Chapter 4 Other Course Resources for Information Technology Courses

Section 1 Types and Functions of Information Technology Course Resources

I. Information Technology Course Resources

The role of information technology curriculum resources

Development and Utilization of Information Technology Course Resources

I. Principles of the Development and Utilization of Information Technology Course Resources

Second, the basic approach to the development of information technology curriculum resources

Development Direction of Information Technology Course Resources Development

Fourth, the issues that should be paid attention to in the construction of information technology curriculum resources

Activities

Chapter 1 Introduction to Information Technology Teaching Activities

The first section analyzes the characteristics of the teaching activities of information technology courses

I. Teaching content belongs to high-tech oriented to popularization and elite

Second, the difference in the level of basic knowledge before teaching and the type of learning

3. The comprehensiveness and practicality of teaching activities

4. Diversified development of teaching materials used in teaching activities

Fifth, the teaching environment has obvious advantages and uses multiple human-computer interaction modes.

Attention Points for Teaching Activities of Information Technology Courses

I. Creating an information technology learning atmosphere conducive to students' initiative innovation

2. Reasonably select and explore new teaching methods and teaching models

Starting from problem solving, let students experience the process of processing information, carrying out exchanges, and cooperating with each other.

Fourth, pay attention to differences in basic levels and cognitive characteristics, and encourage personalized development

5. Cultivate students' adaptability to the development of information technology

Improving students' information literacy

Section III Processes and Methods of Information Technology Teaching Activities

First, the basic process of information technology teaching

Choice of method

Chapter II Task-driven Teaching Method and Its Application Examples

Overview of Task-Driven Pedagogy

1. "Task" and task-driven teaching methods

Second, the basic requirements of task design

Third, the problems that should be paid attention to the application of task-driven teaching

Fourth, the basic process and method of task-driven teaching

Application examples of task-driven teaching methods

I. Example 1-Draw "Street Lights"

Second, example 2-change the slide show in sequence to the hyperlink menu

Third, Example 3-Comprehensive processing of Excel competition data

Fourth, Example 4-the sequence teaching design of "drawing" as the main task to gradually advance the file operation

Chapter III Inquiry Learning in Information Technology Education

Section 1 Overview of Inquiry Learning

First, the meaning of inquiry learning

Second, the characteristics of inquiry learning

Third, inquiry learning is one of the best ways of information technology education

Fourth, information technology teaching content suitable for inquiry learning

Section 2 Basic Procedures and Basic Skills of Inquiry Learning

I. Basic Procedures of Inquiry Learning

Basic skills of inquiry learning

Case analysis of inquiry learning

First, learn to learn in inquiry learning

Learn to explore in inquiry learning

Learn to create in inquiry learning

Chapter 4 WebQuest Teaching Methods and Practical Cases

Overview of the first section of WebQuest teaching methods

First, the meaning of WebQuest teaching method

WebQuest Content Module

Composition of WebQuest teaching method

Fourth, the characteristics of WebQuest teaching method

Five, WebQuest teaching implementation process

WebQuest teaching can solve implementation problems

First, the soft and hard facilities

Second, operational implementation issues

Third, how to comprehensively use the evaluation gauge formulation and evaluation methods

Fourth, teaching discipline and order

V. Teaching Continuity

Attentions of WebQuest teaching method

Introduction to Section 3 WebQuest Teaching Method

I. Case 1-Computer Composition

Case 2-Little fairy writer

Chapter 5 Case Study Teaching Method and Its Application Examples

Section 1 Overview of Case Teaching Method

I. Reasons for Proposing Case Study Methods in Information Technology Courses

Second, the basic principles of case study methods

Third, the implementation process and methods of case study methods

Fourth, some points of case study methods

V. Comments on case teaching methods

Application Examples of Case Teaching Method

I. Example 1-Let elementary school students apply for and use Sohu e-mail

Second, example 2-using WINZIP compression software

Third, Example 3-Practical Forum

Chapter Six The Application of Coaching Teaching Method in Information Technology Teaching

Section 1 Overview of Coaching Method

I. Coaching in Information Technology Courses

Discussion on the principle of student subjectivity

Third, the implementation process of the coaching method

Fourth, the attention to implement the principle of student subject in the coaching

The case of coaching method

I. Proposed Teaching Goals

Student analysis

Design of teaching content

Design of teaching methods

Evaluation

Chapter I Features, Objectives and Contents of Information Technology Course Evaluation

Section 1 Characteristics of Information Technology Course Learning Evaluation

I. Evaluation focuses on the process of student learning

Evaluation focuses on the diversity of evaluation subjects

3. Evaluation focuses on the diversity of evaluation methods

4. Evaluation focuses on the unity of the evaluation process and the learning process

Determination of Learning Evaluation Objectives for Information Technology Courses

I. Understanding and Evaluation Goals of Information Technology Courses

Objectives of Skill Evaluation for Information Technology Courses

Objectives of Emotional Evaluation of Information Technology Courses

Selection of Evaluation Content for Information Technology Courses

I. Selection of evaluation content of objective test questions

Selection of project task evaluation content

Chapter 2 Common Methods of Information Technology Course Evaluation

Section 1 Evaluation Methods of Information Technology Knowledge

I. Test Paper Evaluation Method

Advantages and disadvantages of test paper evaluation

Evaluation Methods of Information Skills

I. Evaluation of Typical Works

Second, the evaluation method of practical activities

Section 3 Evaluation Method of Information Emotion

I. Emotional observation and evaluation of information

Second, the information sentiment scale evaluation method

Chapter III Theory and Implementation of Electronic Archives Evaluation System

Section I Theoretical Background of Electronic Archives Evaluation

I. Discussion on Definition of Archives Evaluation Method

Advantages of the archives evaluation method

Third, the shortcomings of the archives evaluation method

Section 2 Features of Electronic Archives Evaluation

I. Definition of electronic archives evaluation

Second, the characteristics of the electronic archives evaluation method

Application of Electronic Archives in the Evaluation of Information Technology Courses

Design of the Electronic Archives Evaluation System

I. Demand analysis

Flow chart of electronic archives evaluation system

Analysis of subsystems and modules of the electronic archives evaluation system

Section 4 Implementation of Electronic Archive Evaluation

I. Determine the type of electronic file evaluation and develop evaluation standards that meet the curriculum goals

2. Develop corresponding electronic archives based on evaluation criteria

Third, use the electronic file evaluation system to collect student learning information and save the collected information

Comprehensive Evaluation of Electronic Archives

V. Evaluation implementation process

Environment

Chapter 1. Technical Environment of Information Technology Courses

Section 1 Requirements Analysis and Composition of Technology Environment

I. Tasks of the technical environment of information technology courses

Composition of the technical environment of the information technology curriculum

Section 2 Construction and Utilization of Information Technology System

I. Construction of Information Technology System

Effective use of information technology systems

Section III Construction and Utilization of Resources and Environment for Information Technology Courses

I. Information Resources for Information Technology Courses on Campus

Second, the mode and process of network information resource construction

Construction of school resource website information platform

Chapter 2 Humanistic Environment of Information Technology Courses

Section 1 Environment for Teachers' Ability Formation

I. Responsibilities of Information Technology Course Teachers

Second, the ability of information technology teachers

Third, the training of information technology teachers

Section 2 Student Environment

I. Analysis of student groups in information technology courses

Second, adapt to the needs and develop in a balanced manner to promote students' success in learning

Section 3 Policies and Institutions

I. Necessity of policies and systems

Relevant policies for the information technology environment

Third, the construction of policy systems

References