educational informatization
培养大学生信息素养的意义及途径(Meaning and methods of educating the students information literacy)
培养大学生信息素养的意义及途径（Meaning and methods of educating the students information literacy）Two thousand and nine point sixSignificance and ways of training university students' Information LiteracyLiang Jianguo - Zhang Bin Wang Xinwei(Qingdao Harbour Vocational and Technical College, Shandong, Qingdao 266404)[author's brief introduction]: Liang Jianguo (1981~), male, teacher of Qingdao Harbour Vocational and Technical College.Abstract: This paper introduces the definition and content of information literacy, and analyzes the cultivation of College Students' creative ability, self-learning ability and the formation of moral quality with information literacyIt points out the main ways to improve the information literacy level of college students in China: constructing new digital libraries and optimizing various information;To carry out the information literacy education that adapts to each other; to strengthen the collection construction of the library; to train a full-time high-level information teacher team.Key words: college students; information literacy; lifelonglearning; University LibrariesInformation literacy means that people acquire knowledge and information in the information societyInformation initiative and basic abilities. As we enter the 21 worldJi, the advent of the information age, has brought great changes to societyThe quality of information literacy is also getting higher and higher, and is responsible for the future of the nationTo set up a task for college students, information literacy is essential qualityFirst, information literacy education is related to the improvement of College Students' innovative ability,It is related to the cultivation of autonomous learning ability, which is related to quality education in Colleges and UniversitiesSuccess or failure. Therefore, it is new to train and improve the information literacy of College StudentsAn important task of educational reform in the 21st century.First, the definition and content of information literacyIn 1974, Paul Zekas, President of the Information Industry Association of the United StatesZurkowski (Paul) defines information literacy as "people are solving."Take advantage of information technology and skills when deciding a problem". Later, information literacyThe definition was constantly developed, and in 1992, the American Library Association raisedInformation literacy refers to the ability to determine when information is needed and canThe ability to retrieve, evaluate, and utilize information effectively. 1992The American Library Association and the American Educational Communications and Technology AssociationStep has formulated the student to study 9 big literacy standards, this standard from the letterInterest, skills, independent learning and social responsibility are described in three aspects,It further expands and enriches the connotation and extension of information literacy. This [1]It is the definition of authority put forward by foreigncountries, and there are dozens of scholars in ChinaYears of exploration, there has been no authoritative statement, but basically have been connectedThe following definition is made: information literacy is the individual catching in a purposeful wayOne of the processes in the process of catching, selecting, storing, processing, and utilizing informationThe composite quality is the individual's attitude towards information activities and informationAcquisition, analysis, processing, evaluation, innovation, communication and so onCombining ability. Information literacy should be defined as the way individuals treat informationDegree, and the synthesis in the process of carrying out information related activitiesAbility to combine and self-discipline.Information literacy is a comprehensive quality, is the original human cultureAn extension of the new era, it can include the following: (1) letterConcept of interest. The attitude of an individual to information includes how to recognize informationDoes the positive value and the negative influence of the society have the consciousness to obtain the letter?Interest,Understanding, insight, and observation of various types of information. (2)Information knowledge. Information knowledge is what people are using information technology tools,Expanding the ways of information dissemination and improving the efficiency of information exchangeThe nature and characteristics of information, the law of information movement, and the information systemAnd its principles, information technology and information methodsKnowledge constitutes the basis of information literacy. (3) information ability. informationThe core of literacy is whether an individual is able to achieve what he wantsTake, synthesize, analyze, evaluate information, and process informationOn the basis of information, innovate and form independent views and generate new onesInformation. (4) information morality. Information morality is the spirit of information literacyWithout information morality, information activities can not only take place for societyFortune, on the other hand, creates disaster, even though there is no actual workYes, but it's what information literacy calls literacy. letterInterest literacy is essentially a humanistic quality, can give technical divisionLearning to inject humanistic care.The United Nations Educational, scientific and Cultural Organization says that only lifelong learning can be achievedTrain qualified qualified personnel, and only those who have information literacy,In order to implement lifelong learning, it becomes a required learning in the era of knowledge economyFour hundred and two thousand and nine point sixInnovative and high quality talents. Comprehensive quality education should be implementedTherefore, we must educate the college students in information literacy.Two, the significance of university students' Information Literacy Education1. information literacy relates to the cultivation of innovative ability of College StudentsNow, our country's education is turning from examination oriented education to quality educationChange, and the ability to innovate is the core content of quality education.As the name suggests, innovation is the creation of new thingsBreakthrough. "Content" has a very wide range, including societyVarious aspects of the field, such as academic theoretical innovation, enterprise systemDegree innovation, state system innovation and so on. Precisely because there are always newReplace the old things, will have social development and progress.New things do not arise out of thin air. They need the knowledge they haveShield. Newton has modestly attributed his achievements to "because of me."Stand on the shoulders of giants". Because of this, information literacy can be achieved in innovationThe cultivation of force is the foundation, so to speak, there is no definite informationLiteracy is nothing new. This is especially true for College StudentsWith the reform of higher education, the demand for college students is from knowledgeThe memory into the importance of scientific research ability, scientific research is the goalInnovation, while scientific research capability is based on the accumulation of knowledge and sufficient informationMastery as premise. Have the right information concept and sufficient informationKnowledge and the necessary information ability, college students can achieve innovation. IfIt is difficult for college students to accept and preserve knowledge, but it is difficult to accomplish itAnd other institutions to become social development "gas station" mission. Information literacy isThe essential quality of creative talents is the catalyst of innovation activities.Constructivism is regarded as the latest theoretical foundation of modern educational technologyThink, knowledge is a learner in certain social background, with the aid of himHuman help,Make full use of all kinds of learning resources; think bigStudents are the main body of information processing, emphasizing that college students should study autonomously,Self discovery and active exploration; the most conducive to learning is divergentThinking, reverse thinking, divergent thinking. Therefore, information literacy educationInnovation education has a special position.2. information literacy relates to the improvement ofself-study ability of College StudentsOne of the goals of quality education in China is to cultivate students' AutonomyAbility to learn. From the point of view of students, from "want me to learn""To "I want to learn" changes; from the point of view of educators, that isRealize its role from "teach people to fish" to "teach people to fish". sinceThe cultivation of academic ability is largely related to the cultivation of information literacyThere is consistency, but the two are different angles. asToday, the process of social informatization is speeding up and social information resources are expanding constantly,The proportion of information outside the library's literature resources has been increasing and carrierForms also change constantly. Some people learn at CollegeAfter five years of knowledge, more than half will not be used, a lot of new knowledgeThe acquisition mainly depends on self-study. [2] therefore,higher education must be paid attention toThe cultivation of important students' self-study ability, and the cultivation of self-study abilityIn essence, through the cultivation of university students' information literacy, learn how to distinguishAbout information, how to collect and obtain information, in this sense,Information literacy is an important weapon to gain self-study ability. And information literacyEducation is the introduction of knowledge and the importance of information to the UniversityThe student sets up the correct information concept, obtains the enough information knowledgeThrough literature retrieval and the use of information skills and methods of training to make itHave excellent information skills and form good letters in the processInterest morality can use the network to seek scientific information and communicate with each otherCapable of carrying out search, selection, or application of information with purposeInnovation on the basis of information, and really get rid of the passive learning processThe recipient's status becomes lifelong independent with good information literacyLearner。
浅论教育信息化背景下职高旅游专业英语教学策略
浅论教育信息化背景下职高旅游专业英语教学策略【摘要】教育信息化的发展为职高旅游专业英语教学带来了新的挑战和机遇。
本文从教育信息化背景下职高旅游专业英语教学现状出发，分析了当前存在的问题，并提出了优化和创新的教学策略。
多媒体技术和在线教育平台的应用为英语教学提供了更多的可能性，可以激发学生学习兴趣和提高学习效果。
针对学生学习积极性较低的问题，本文提出了提高学生学习积极性的策略。
结合教育信息化的未来发展趋势，展望了职高旅游专业英语教学策略的发展方向。
本文旨在为教育信息化下职高旅游专业英语教学提供借鉴和参考，促进教学质量的提升和学生能力的全面发展。
【关键词】教育信息化，职高旅游专业，英语教学，现状分析，策略优化，创新，多媒体技术，在线教育平台，学习积极性，未来发展趋势，展望1. 引言1.1 教育信息化发展背景随着科技的快速发展，教育信息化已成为教育改革和发展的重要方向之一。
教育信息化是利用现代信息技术手段，对教育教学过程进行优化和改进，提高教学效率和质量。
在信息技术日新月异的今天，教育信息化已经成为推动教育现代化发展的重要推动力量。
教育信息化的发展背景主要包括技术的进步、教学模式的变革和学习者需求的提升。
随着互联网、移动互联网、人工智能等新技术的广泛应用，教育信息化在教育教学中的应用也越来越广泛。
教育信息化改变了传统的教学模式，实现了教学资源的共享和教学方式的个性化定制。
学习者对于知识获取和交流的需求也越来越多样化，教育信息化则满足了他们的需求，提高了学习的灵活性和效率。
教育信息化的发展为教育教学提供了更多可能性，同时也带来了挑战。
学校和教师需要不断更新教学理念和教学方法，适应信息化背景下的教学需求。
只有不断创新和改进，才能更好地利用教育信息化的优势，提高教学质量，培养更好的人才。
1.2 职高旅游专业专业英语教学对于职高旅游专业学生来说至关重要。
通过学习专业英语，学生可以了解旅游行业的专业术语和相关知识，提高自身的专业素养和竞争力。
践行“三全育人”,提升人才培养质量
MARCH,2021/Educational Informatization ForumⅠRENCAIPEIYANG HE JIZHICHUANGXIN Ⅰ人才培养和机制创新Ⅰ党中央、国务院提出了全员、全过程和全方位育人的“三全育人”理念，为了更好地实践这一理念，各高校要先对其中蕴含的精神实质进行体会。
如何在教学中实践该理念已经成为各高校重要的探究任务。
“全”是该理念的重心，“育”是该理念的关键，高校应对育人模式进行不断创新，对高校学生的心理特征进行准确把握，按照教学育人法则开展教学工作，充分发挥因材施教优势，建设一支高水平、高素质的教师队伍，促使教育工作朝着更好的方向发展。
该理念的出发点是培养人，因此，各高校应对以人为本理念进行严格践行，利用教育使学生改变，引导学生形成正确的“三观”，并促使学生实现更好的发展，成为一个能够为国家、社会和人民做出贡献的新时代人才。
一、高校“三全育人”的基本内涵(一)达成人才培养目标高校要想实现长远发展就要遵守立德树人原则，就要对人才培养模式进行不断完善，这样才能为国家培养更多的综合型人才。
作为为社会培养高等人才的场所，各高校必须要对自身职能进行准确把握，对人才培养目标尽全力实现，并将整个高校带领到更高的发展层次。
高校具备的人才培养职能能够在人才方面为社会发展提供助力，所以说，高校发展的最大助力就是提高人才培养质量[1]。
(二)对人才培养模式进行创新“十三五”规划提倡各高校对育人方式进行更新，以此来对教育效果进行提高，并为社会发展、科技提升和满足群众需要提供助力。
基于此，高校就要遵守“三全育人”理念，在该理念的指导下对人才培养模式进行创新，将育人模式的更新作为教育教学关键，通过进行教学改革、对创业教育进行优化、对产学研进行融合、利用信息技术的优势、增强教育教学信息化程度等方式，对教育教学体系的针对性和有效性进行增强，并引领我国教育事业实现长远发展[2]。
(三)培养更多的创新人才随着经济发展速度和科技水平的不断提升，社会上各个行业对人才的要求也变得越来越高，为此，教育事业要进行相应的改变。
教育信息化2.0行动计划文件的引用
英文回答：The Education Informatization 2.0 Action Plan represents aprehensive and strategic policy framework aimed at advancing the integration of information technology within the realm of education. Epassing a wide array of domains such as infrastructure development, curriculum design, teacher training, and the incorporation of technology in classroom pedagogy, this initiative seeks to propel educational institutions and policymakers towards harnessing the potential of information technology for the betterment of the education sector. It is a forward-looking endeavor designed to optimize the power of technology, enhancing the quality of education and elevating the overall learning experience for students.《教育信息化2。
0行动计划》是旨在促进信息技术融入教育领域的全面战略政策框架。
该倡议跨越基础设施建设、课程设计、教师培训和将技术纳入课堂教学等广泛领域，力求推动教育机构和决策者利用信息技术的潜力，改善教育部门。
论高校教师的权利和义务
我国教师的权利和义务是由相关法律法规规定的，但是这些法律法规除了原则性的规定，并没有规定具体实施的细则和可量化的标准[1]。
再加上每个学校所处的地域不同，领导层对教育的投入和重视程度不同；教师在编与否，教师权利的落实保障程度也不同。
比如不同的地方的教师，付出同样的心力，其所得到的回报可能相距甚远。
但是我们国家高校教师的权利和义务与他们自己的利益息息相关，因此高校教师权利义务的有效落实对他们的教学主动性有着积极的推动作用。
一、我国高校教师权利落实存在的问题虽然我国十分重视教育的发展，但是不得不承认的是我国部分高校对教师的权利和义务这两个方面并没有完全做到平衡，存在着过于关注教师应尽的义务从而轻视了教师的权利的问题，这些问题不单单是某个高校独有的，而是在一部分高校中都存在的，造成我国一些高校中存在教师教学工作难以向前发展的现象，甚至教师力求从教学向管理转型。
我国部分高校教师权利落实存在以下问题：第一，部分教师的待遇无法真正落实，削弱了教师工作的积极性。
《教师法》第七条规定，教师享有按时获取工资报酬、享受国家规定的福利待遇以及寒暑假的带薪休假的权利。
然而，在现实中一些地方存在拖欠教师工资的情况，一些教师由于不在编制内，而无法享有法律规定的福利待遇。
再加上教师的工资与课时相联系，为了获得基本的生存保障，教师只有多上课，在巨大的课时压力下，没有时间在课程上下功夫创新，也很少有精力对每个学生因材施教，甚至无法仔细批改学生的作业。
同时，由于工作压力大，教师无法保持充沛的精力，以致无法做到对学生耐心指导和关爱，工作积极性不高，也不能愉悦地工作。
另外，法律规定教师享有带薪休假权。
教师工作不同于其他工作，教师一旦上岗必定得全身心投入课堂实践，精神总是处于紧崩状态，加上寒暑假期间通常被各种备课、培训、会议充满，无法真正享受休假带来的精神放松，由此而导致的是教师长期处于压抑的环境中得不到释放，无法提高教学的主观能动性。
高校实践育人的路径创新研究
JANUARY,2021/Educational Informatization ForumⅠSHIXUN YU SHIJIANTANSUO Ⅰ实训与实践探索Ⅰ实践育人是一种以实践为教育方法的育人理念，是理论教育的延伸与拓展，是高校培养高质量人才的重要路径。
随着素质教育的推进，高校把实践育人作为人才培养的重要环节，并纳入人才培养方案，依托有计划且科学的体系进行实施，进而为社会培养全面发展的高质量人才。
一、高校实践育人内涵及价值定位(一)内涵高校实践育人是为培养学生专业的实践技能而创设的使学生深入生产一线、社区、基地进行实践活动的教学模式。
高校实践育人是高校实施的培养学生爱国情感、高尚品格、实践能力、创新思维、团队协作意识的综合性活动[1]。
高校实践育人是高校理论教育的补充和拓展，是高校教育的重要组成部分，也是高校应用型人才培养的重要突破口。
(二)价值定位高校实践育人的价值包括教育价值和哲学价值两个方面。
首先，教育价值。
高校实践育人是以学生综合能力的发展为依托，承担着高质量人才的培养重任，进而彰显独特的教育价值。
高校开展实践育人能帮助学生树立责任意识和奉献精神，使学生更好融入社会；高校开展实践育人能培养学生发现问题和解决问题的能力，提升学生举一反三的能力和创新能力；高校开展实践育人能使学生始终坚持党的领导，树立远大的共产主义理想，成为社会建设者和接班人。
其次，哲学价值。
高校实践育人的目的是实现学生全面发展，在发挥实践育人导向功能、应用功能和检验功能的基础上提升学生的道德素养，进而改变传统的重技能轻素养的教育弊端，在丰富的实践活动辅助下，创新人才培养模式，为高校的发展提供哲学支持。
二、高校实践育人的创新路径(一)科学设计实践育人机制首先，依托多种合力构建实践育人机制。
从高校层面来看，高校实践育人的动力来自于需求，即高校的发展需求；从社会层面来看，政府的政策倾向、社会导向、市场需求等都是高校实践育人的动力[2]。
互联网背景下“微思政”教学模式探究——以中国近现代史纲要课程为例
FEBRUARY,2021/Educational Informatization Forum“微思政”，广义上指的是思政微课，是在素质教育环境下衍生的一门课程，或者说是一个教学方向。
从微观视角上看，“微思政”是一种即时渗透的思想政治教育，看上去比较随机，实际上是专门设计的，思政内容包括思想、道德、心理等多种方面。
与传统思政教育相比，“微思政”提高了学生的道德体验，从而达到思想政治教育的根本目的和目标。
尤其是在互联网背景下，教学内容更加广泛，方式更加新颖，为“微思政”教学的发展提供了良好的条件。
一、互联网对中国近现代史纲要“微思政”教学的影响(一)丰富教学内容当前社会背景下，互联网早已成为人们日常生活与工作中不可或缺的工具，在一定程度上改变了人们的生活习惯和工作方式，同时也影响着社会中的各个领域。
中国近现代史纲要的教学一直以来都是素质教育的重要内容，传统的教学模式比较固化且单一，并且教学内容相对单调，局限于教材中的内容，学生在学习过程中会产生迷茫，对很多历史事件既不了解又不清楚，根本无法达到“微思政”的教学要求[1]。
在互联网应用背景下，教学内容得以丰富，基于互联网的开放性、实效性以及便利性，中国近现代史纲要的教学内容也得到了相应的拓展。
无论是教师还是学生，都可以通过互联网去获取教学相关或者自己感兴趣的有关于中国近现代史的信息，以此丰富教学内容，为“微思政”的教学渗透与发展提供了更多的契机。
(二)拓展教学渠道传统教学模式下，学生的主体地位没有得到体现，教师是课堂的主导者，掌握着教学主动权，再加上课时以及教学时间的限制，使得课堂教学无法获得好的效果，“微思政”教学更是无处渗透[2]。
在互联网背景下，中国近现代史纲要的课堂教学渠道得到了拓展，教师和学生可以面对同一个系统的知识体系，彼此之间的课堂地位也变得平等，有助于学生学习主动性的提升，同时使得中国近现代史纲要的教学朝着多元化和立体化方向发展，实现了静态教学向动态教学的转换。
提高文科生大学数学课程教学效率的途径——以“微积分”课程为例
FEBRUARY,2021/Educational Informatization Forum21世纪的大学教育不仅是培养学习型人才，而且要培养学生的综合能力，包括数学方法和逻辑思维的培养。
这对于提高学生的逻辑思维能力和解决实际问题的能力具有重要作用。
这些能力的培养会影响大学生的世界观、人生观、价值观。
“微积分”作为一门数学基础课，起着尤为重要的作用。
在国内大多数普通本科高等院校中，“微积分”不仅在理工类专业中有开设，而且在一些文科类专业也会开设，如会计学、物流管理、国际经济与贸易、酒店管理等。
然而，随着该课程的学习和深入，文科生在学习方面的一些弊端逐渐暴露，这些弊端影响着文科生的“微积分”课程学习效果[1]。
在目前的高中教育中，学生从一入校或者高二时期就进行文理分科[2]。
文理分科后，部分文科生认识上会有偏差，认为文科将来对数学的要求不需要太高，从内心就不太重视数学课程，这就会导致在高中的学习中对数学的学习能力和知识储备不够，从而直接影响了大学“微积分”课程的学习，使得该课程学习效率低下[3]。
学习是一个循序渐进的过程，为了提高文科学生“微积分”课程的学习效率，我们对洛阳师范学院商学院、国土与旅游学院16级、17级、18级、19级的学生分别从生源地与高考成绩、学习兴趣与动机、听课情况与学习计划等方面进行了调查研究，依据洛阳师范学院文科生的学习现状，给出了以下四个提高“微积分”课程学习效率的途径。
一、学生要从根本上重视“微积分”的学习虽然“微积分”课程是文科专业的一门专业必修课，但是部分文科学生并不重视，甚至对这门课程存在一定的抵触情绪。
究其原因，在于部分文科生的高中数学基础不够扎实牢靠，而“微积分”课程与高中数学课程的内容及学习方式迥异，且其本身也有一定的难度。
对于文科生来说，从踏入高中就开始文理分科，他们对于数学课程的学习系统性不强。
学生进入大学阶段的学习后，“微积分”课程中会用到不少高中数学知识，而对于这些数学知识，绝大多数文科生没有很好地掌握，如反三角函数的概念、三角函数变换公式等，导致文科生与理科生存在知识储备的差距。
POA理论下混合式教学模式的应用——以艺术类专业英语教学为例
信息技术的飞速发展推进了教学模式的改革，混合式教学是教学方面的一种创新，是信息技术和传统教育相互融合的产物，是面对面教学与在线教学的结合。
在艺术类专业英语教学中，混合式教学能够满足学生个性化和多元化的需求，同时为学生创造一种高度参与性的、个性化的学习体验。
一、混合式教学模式及其应用可行性(一)混合式教学模式的定义众多学者曾对混合式教学模式有过定义，近几年，混合式教学模式定义愈加清晰。
关于混合式教学，美国斯隆联盟（Sloan Consortium）的定义是混合式教学模式是面对面教学（Face-to-Face Instruction）与在线教学（E-Learning）的结合，其中30%-79%内容的教学采用在线教学模式。
有学者进一步明确应将25%以上的在线教学内容纳入考核部分。
(二)混合式教学模式的特征部分国外学者认为混合式教学模式是教学模式的一次革新，它有以下三个特征：一是以学生为中心，给学生提供自主学习的机会；二是增强师生、生生间互动往来以及学生与内部、外部资源之间的交互；三是有助于构建形成性评价与总结性评价紧密结合的评价机制[1]。
(三)混合式教学模式在艺术类专业英语教学中应用的可行性本文教学实践的对象为动画专业的学生，他们现已接触信息化授课模式，并能够使用Photoshop、Flash等软件来进行创作，对混合式教学模式具有很强的适应能力和应用能力，因此采用此种教学模式进行艺术类专业英语教学是具有一定可行性的。
二、POA教学理论文秋芳教授提出“产出导向法”（produc-tion-oriented approach，简称POA），主张学用一体化，学用结合，即输入性学习———听和读与产出性学习———说、写、口笔译相互结合、相互作用。
学生进行自主和选择性学习，有助于促进有效学习的发生，而教师主要发挥引领（guide）、设计（design）、支架（scaffolding）等作用[2]。
POA分三个基本步骤进行，即“驱动-促成-评价”。
2024全国教育工作会议解读全文
2024全国教育工作会议解读全文2024全国教育工作会议解读全文，深入贯彻党的教育方针，明确了新时代教育改革发展的总体目标和基本要求。
The full text of the 2024 National Education Work Conference interprets the thorough implementation of the Party's education policy and clarifies the overall goals and basic requirements for the reform and development of education in the new era.会议强调，要全面提高教育质量，办好人民满意的教育，努力培养德智体美劳全面发展的社会主义建设者和接班人。
The conference emphasized the need to comprehensively improve the quality of education, provide satisfactory education for the people, and strive to cultivate socialist builders and successors who are well-rounded in morality, intelligence, physical health, aesthetics, and labor skills.加强德育引领，坚持以爱国主义为核心的思想政治教育，推动学生牢记人民、牢记使命，培养担当民族复兴大任的时代新人。
We willstrengthen moral education and uphold the ideological and political education with patriotism at its core, promoting students to always remember the people and their mission, and cultivating a new generation of young people who are ready to shoulder the great responsibility of national rejuvenation.深入推进素质教育，综合素质是评价个人发展和社会贡献的核心指标。
小学信息技术与学科整合之议
- 140 -作者简介：王志娟，女，青海西宁人，青海省西宁市中庄小学，本科学历，研究方向：信息技术。
小学信息技术与学科整合之议王志娟（青海省西宁市中庄小学，青海 西宁 810000）摘 要：只有有效性地教学，才能产生高效化学习效果。
文章对信息技术与学科整合进行探究，分析了信息技术与学科整合的含义和信息技术与学科整合的策略，旨在提高教学的有效性，避免施教过程的盲目性，从而达到符合学生学习实际需要的信息技术课程教学要求。
关键词：小学；信息技术；学科整合随着信息时代与知识经济的发展，社会各个领域越来越重视小学信息技术的教育，不论从新课改的要求，还是时代发展的需要，小学生的信息素质与能力的培养与建设成为小学教育教学发展的重要的组成部分。
信息技术的应用，不仅能提升学生计算机的使用能力，还可以有效推动小学教育教学的发展。
教师在教学时可以将信息技术与其他学科完美结合，并根据学生的实际情况因材施教，这样就能全面发展小学生的综合能力。
一、信息技术与学科整合的含义综观当前的小学课堂，大多数教师依旧遵循着传统的灌输式教学方法，机械地向学生传授知识。
不仅难以激发学生的学习兴趣，而且还不利于深化学生对知识的理解和认识。
而信息技术具有强大的信息搜索、储存和分享功能，可以被广泛地运用到学生教学与自主探究的过程中，如此就能让学生化被动为主动。
同时在教学中，教师可以利用信息技术，将教学内容以声音、图文、视频的方式展示出来，让学生感受到学习的乐趣，从而培养学生学习的主动性和积极性，实现提高学生学习能力的目的。
二、信息技术与学科整合的策略（一）信息技术与小学数学学科的整合以往千篇一律的课堂教学活动会导致学生失去学习兴趣。
因此，教师在教学活动中要寓教于乐，采用新颖的教学方式，激起学生的学习兴趣，让学生从沉闷的课堂教学中解脱出来，促进学生健康成长。
而信息技术就能很好地为学生创设教学情境，达到激发学生学习兴趣的效果。
例如，在教学小学数学认识图形这一课内容时，信息技术直观化的教学情境，有效地激发了学生对于认识并记忆图形的学习兴趣。
中学英语教学与信息技术的结合
- 223 -作者简介：张伟，男，重庆人，重庆市綦江区古南中学，一级教师，本科学历，研究方向：初中英语教学。
中学英语教学与信息技术的结合张 伟（重庆市綦江区古南中学，重庆 401420）摘 要：随着我国信息技术的发展和完善，中学英语课堂教学中越来越多地融入了信息技术元素，这使得中学英语课堂教学气氛更加融洽，教法方式学法更加灵活，课堂效率更高。
但是在英语教学中，信息技术的运用还存在着诸多弊端。
文章针对这些弊端和应对策略进行了论述，期望信息技术能够更好地在中学英语课堂中得以运用。
关键词：中学英语；信息技术；教学方法随着科技的发展，在传统英语教学中融入信息技术，可以有效地帮助教师明确教学目的，突破教学重难点，有利于教学目标的顺利实现。
信息技术的应用也使得学生增强了学习兴趣，提高了学习的内部驱动力，有利于学生学习效率的提高。
因此，信息技术的科学运用对于提高课堂效率是非常有利的。
一、信息技术在英语教学中的用途（一）开拓学生视野，激发学生学习兴趣在英语教学中加入信息技术元素，利用动画、视频、图形等，吸引学生的注意力。
图文并茂的方式可以激发学生的学习兴趣，帮助他们对知识进行理解和记忆。
教师可以通过网络平台，搜集并筛选与教学内容相关的短视频，帮助学生对英语知识的理解。
（二）有效获得学生反馈在传统英语教学过程中，教师传授知识后，想要得到学生学习效果的反馈，通常是通过课堂提问、课下作业、阶段测试的方式。
这种方式效率比较低，获得的信息面比较窄，教师不能及时、全面地了解学生接受、吸收知识的程度，因此对于课堂进度的安排把握不够准确。
利用信息技术可以有效地弥补传统方式的不足。
例如，当堂知识检测可以通过问卷星的问卷，全面了解所有学生的知识掌握程度，并做出针对性的调整；在课下通过现代媒体与学生交流，及时帮助学生解答预习和复习过程中出现的问题。
（三）促进教师的成长教师专业素养的高低决定了他是否能全面、灵活地解答学生的问题，为学生指明学习方向。
2024-2024年学校教育信息化发展规划英文版
2024-2024年学校教育信息化发展规划英文版2024-2024 School Education Informatization Development PlanIn order to enhance the quality of education and adapt to the digital age, the school has formulated a comprehensive development plan for the period of 2024-2024. This plan focuses on integrating technology into all aspects of education to improve teaching and learning outcomes.The main goals of the plan include upgrading infrastructure to support digital learning, providing training for teachers to effectively use technology in the classroom, and ensuring that students have access to the necessary tools and resources for online learning. Additionally, the plan aims to enhance communication between parents, teachers, and students through digital platforms.To achieve these goals, the school will invest in upgrading its network infrastructure, providing devices for students and teachers, andimplementing educational software and platforms. Teachers will receive training on how to integrate technology into their lessons and use digital tools to personalize learning for students.Furthermore, the school will work on creating a safe and secure online environment for students, implementing measures to protect their privacy and data. Parents will also be encouraged to participate in their children's education through online platforms that provide updates on their progress and performance.Overall, the 2024-2024 School Education Informatization Development Plan aims to create a modern and efficient learning environment that prepares students for success in the digital age.。
2024-2024年学校教育信息化建设指南英文版
2024-2024年学校教育信息化建设指南英文版2024-2024 School Education Informatization Construction GuideIn the digital age, the integration of technology in education plays a crucial role in enhancing learning outcomes and preparing students for the future. The 2024-2024 School Education Informatization Construction Guide aims to provide a comprehensive framework for schools to effectively leverage technology for educational purposes.Setting the VisionTo start the journey towards a digitally empowered school, it is essential to establish a clear vision for informatization. This vision should align with the overall educational goals of the institution and focus on leveraging technology to enhance teaching and learning processes.Infrastructure DevelopmentBuilding a robust technological infrastructure is the foundation of successful informatization. Schools should invest in reliable hardware, software, and networking systems to support the integration of technology in classrooms. Additionally, ensuring internet connectivity and cybersecurity measures are in place is crucial for a smooth operation.Professional DevelopmentEmpowering teachers with the necessary skills and knowledge to effectively integrate technology into their teaching practices is vital. Providing ongoing professional development opportunities and training sessions will help educators stay abreast of the latest technological trends and tools.Curriculum IntegrationInformatization should be seamlessly integrated into the curriculum to enhance student engagement and learning outcomes. Teachers shoulddesign lessons that incorporate technology as a tool for exploration, collaboration, and creativity. This will help students develop 21st-century skills that are essential for future success.Digital ResourcesAccess to quality digital resources is key to maximizing the benefits of technology in education. Schools should invest in educational software, online platforms, and digital content that support diverse learning needs and cater to different learning styles.Data ManagementEffectively managing and utilizing data can provide valuable insights into student progress and inform instructional decisions. Schools should implement data management systems that collect, analyze, and visualize student data to drive personalized learning experiences.Collaboration and CommunicationInformatization encourages collaboration and communication among stakeholders within the school community. Utilizing digital tools for communication, such as online platforms and messaging apps, can facilitate seamless interaction between teachers, students, and parents.Evaluation and FeedbackRegular evaluation and feedback mechanisms should be in place to assess the impact of informatization on teaching and learning. Schools should collect feedback from all stakeholders and use this information to continuously improve and refine their digital strategies.By following the guidelines outlined in the 2024-2024 School Education Informatization Construction Guide, schools can create a dynamic and engaging learning environment that prepares students for success in a digital world.。
教育信息化2.0行动计划英语
教育信息化2.0行动计划英语Here is the English essay on the topic "Education Informatization 2.0 Action Plan":Education plays a crucial role in shaping the future of individuals and societies. In the digital age, the integration of technology and education has become increasingly important. The Education Informatization 2.0 Action Plan is a comprehensive initiative that aims to harness the power of technology to enhance the quality and accessibility of education.The plan recognizes the need to adapt to the rapidly evolving digital landscape and ensure that education keeps pace with the changing technological landscape. It emphasizes the importance of developing a robust digital infrastructure, fostering digital literacy, and promoting the use of innovative teaching and learning methods.One of the key components of the Education Informatization 2.0 Action Plan is the development of a comprehensive digital education ecosystem. This ecosystem encompasses the integration of various digital technologies, such as cloud computing, big data, and artificial intelligence, into the educational system. By leveraging thesetechnologies, the plan aims to create personalized learning experiences, improve the efficiency of administrative tasks, and facilitate seamless collaboration among students, teachers, and educational institutions.The action plan also prioritizes the enhancement of digital content and resources. This includes the development of high-quality digital textbooks, interactive learning materials, and educational platforms that cater to the diverse needs of learners. The goal is to ensure that students have access to engaging and up-to-date educational content that can be accessed anytime, anywhere.Another crucial aspect of the Education Informatization 2.0 Action Plan is the focus on strengthening digital literacy and skills among students and teachers. The plan recognizes that in the digital age, it is essential for individuals to possess the necessary skills to navigate and leverage technology effectively. To achieve this, the plan encourages the integration of digital skills development into the curriculum, as well as the provision of comprehensive training and support for educators.The Education Informatization 2.0 Action Plan also emphasizes the importance of data-driven decision-making in education. By harnessing the power of data analytics, the plan aims to enhance the quality and effectiveness of educational policies, resource allocation,and teaching practices. This includes the development of robust data management systems, the implementation of data-driven assessment methods, and the use of predictive analytics to identify and address learning gaps.Furthermore, the action plan recognizes the need to ensure equitable access to digital education resources and opportunities. This involves addressing the digital divide, particularly in underserved and marginalized communities, and providing equal access to digital devices, internet connectivity, and educational technology.The successful implementation of the Education Informatization 2.0 Action Plan requires a collaborative effort among various stakeholders, including government agencies, educational institutions, technology providers, and the broader community. By working together, these stakeholders can drive the transformation of the education system and unlock the full potential of technology to enhance learning outcomes and prepare students for the challenges of the 21st century.In conclusion, the Education Informatization 2.0 Action Plan is a comprehensive and visionary initiative that aims to revolutionize the education landscape through the strategic integration of technology. By fostering a digital education ecosystem, enhancing digital contentand resources, strengthening digital literacy, and promoting data-driven decision-making, the plan holds the promise of transforming the educational experience and equipping future generations with the skills and knowledge needed to thrive in the digital age.。
教育信息化背景下高职院校虚拟仿真教学资源建设标准
教务教学标准化教育信息化背景下高职院校虚拟仿真教学资源建设标准■ 张 跃（渤海船舶职业学院）摘 要：随着信息技术的不断发展，教育信息化已经成为教育改革的重要方向之一。
虚拟仿真教学资源已经成为一种重要的教学手段，可以有效地提高学生的学习效果和学习体验。
然而，由于虚拟仿真教学资源的质量和有效性存在差异，因此需要进行标准化建设，以确保教学资源的质量和有效性。
本文针对高职院校虚拟仿真教学资源建设进行了详细的分析，以虚实结合、能实不虚的建设标准完善教学资源建设机制，对制定教学资源分类标准，开发技术标准以及门槛准入标准等方面进行了探讨，为有序完善和高水平建设各项虚拟仿真教学资源提供帮助，并进一步确保教学资源的实用性和适用性。
关键词：虚拟仿真，教学资源，建设标准DOI编码：10.3969/j.issn.1002-5944.2023.22.043Construction Standard of Virtual Simulation Teaching Resources in Higher Vocational Colleges under the Background of Educational InformatizationZHANG Yue（BoHai Shipbuilding V ocational College）Abstract:With the continuous development of information technology, educational informatization has become one of the important directions of educational reform. Virtual simulation teaching resources have become an important teaching method, which can effectively improve students’ learning effectiveness and experience. However, due to differences in the quality and effectiveness of virtual simulation teaching resources, standardization construction is needed to ensure the quality and effectiveness of teaching resources. This paper analyzes the construction of virtual simulation teaching resources in higher vocational colleges in detail, discusses the improvement of the construction mechanism of teaching resources with the construction standard of combining the virtual with the real, the development of the standard for teaching resource classifi cation, technical standards and threshold access standards, etc., to provide help for the orderly improvement and high-level construction of various virtual simulation teaching resources, and further ensure the practicality and applicability of teaching resources.Keyword: virtual simulation, teaching resources, construction standards目前，由于缺乏统一的标准和规范，高职院校虚拟仿真教学资源的质量参差不齐，有些资源过于虚拟化，存在重复开发、资源浪费、缺乏实际应用价值等问题。
英语作文-国内外中等教育行业的教育信息化与数字化创新研究比较
英语作文-国内外中等教育行业的教育信息化与数字化创新研究比较In recent years, the education industry has witnessed a rapid development of educational informatization and digital innovation both at home and abroad. As the world becomes increasingly interconnected and technology-driven, the integration of digital tools and resources into education has become a significant trend. In this article, we will compare the status and trends of educational informatization and digital innovation in the medium education industry in China and other countries.Firstly, let's take a look at the situation in China. With the rapid development of technology, China has made great strides in educational informatization and digital innovation. Many schools and educational institutions have adopted digital tools and platforms to enhance teaching and learning. Online learning management systems, digital textbooks, and educational apps have become increasingly popular in Chinese schools. The Chinese government has also put forward policies and initiatives to promote the integration of technology and education, aiming to build a more modern and efficient education system.On the other hand, in many other countries, educational informatization and digital innovation have also been widely promoted. The use of digital resources and technology in education has become a global trend. Many schools in developed countries have fully embraced digital learning, with students using laptops or tablets in the classroom, and teachers integrating multimedia resources into their lessons. Online learning platforms and educational software have also gained popularity in many countries, providing students with access to a wide range of educational resources and opportunities.When comparing the two, we can see that there are both similarities and differences in the development of educational informatization and digital innovation in the medium education industry in China and other countries. In terms of similarities, both China and other countries have recognized the importance of integrating technology into educationand have made efforts to promote digital innovation in schools. The use of digital tools and resources has become a common practice in many schools around the world.However, there are also differences between the two. For example, the level of investment and support for educational informatization and digital innovation may vary between different countries. Some developed countries may have more advanced infrastructure and resources for digital education, while developing countries may still be in the process of catching up. Additionally, cultural and social factors may also influence the implementation of digital innovation in education, leading to differences in the adoption and use of technology in schools.In conclusion, the development of educational informatization and digital innovation in the medium education industry is a global trend. Both China and other countries have made significant progress in integrating technology into education, but there are also differences in the level of development and implementation. As technology continues to advance, it is important for educators and policymakers to continue promoting the use of digital tools and resources in education, in order to provide students with a more modern and effective learning experience.。
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An analysis of educational informatization level of students, teachers,and parents: In Korea
speaker : JaMee Kim
ShanXi Normal University
Contents
Introduction Theoretical background Study method Findings Discussions Conclusion
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ShanXi Normal University
Contents
Introduction Theoretical background Study method Findings Discussions Conclusion
Contents
Introduction Theoretical background Study method Findings Discussions Conclusion
Page8
ShanXi Normal University
Study method
3.1. Index development procedure and description 3.2. Method of standards and weights designation
Fourth, fourth graders and higher-grade elementary students were selected as subjects.
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ShanXi Normal University
Study method
3.5. Characteristics of subjects The survey for the diagnosis of the education informatization level was conducted 1668 students from 166 schools across the country between the 4th grade and 12th grade, 1017 teachers, and 1354 parents participated in the survey.
Study method
3.3. Sampling procedure First, study regions were chosen in 16 cities and provinces. Second, the regions were classified into three levels (high, medium, and low). Third,the subject schools were selected based on consideration of sizes of the student bodies of the primary and middle schools in each region.
3.3. Sampling procedure
3.4. Sampling method 3.5. Characteristics of subal University
Study method
3.1. Index development procedure and description
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Contents
Introduction Theoretical background Study method Findings Discussions Conclusion
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Theoretical background
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Findings
4.1. Experts' standard for the education informatization level
The standard scores for the education informatization levels established by experts for students, teacher, and parents are shown in Table 3.
the accessibility index the competency index
the utilization index
the satisfaction index
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Study method
3.2. Method of standards and weights designation An attempt was made to measure the levels that the education informatization of students, teachers, and parents must reach.
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Introduction
Informatization is the utilization of information and communication technology to facilitate and promote efficiency in the activities of various fields in society.
To set up the standards, the experts were classified into the elementary school, middle school, high school, and general levels.
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Study method
3.4. Sampling method First, there are the classifications of major cities, medium and small cities, and rural townships. Second, within the selected regions, further differentiations high, medium, and low levels - were made. Third, students, teachers, and parents from the selected schools were chosen asrespondents of the survey.
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Introduction
The research questions were: What are the expected standards being considered by experts regarding education informatization? What are the current education informatization achievement rates of students, teachers and parents? What items need to be improved in order to advance education informatization for each group?
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Findings
4.2. The education informatization levels of students, teachers, and parents and the rate of achievement The rate of achievement as compared to the overall education informatization indexes and the indexes by area, and the expected values of students, teachers, and parents, are shown in Table 4.
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Contents
Introduction Theoretical background Study method Findings Discussions Conclusion
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Findings
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Findings
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Findings
4.3. Portfolio matrix analysis of the educational informatization indexes An element in quadrant 1 is an element with both high importance and a high achievement rate. An element in quadrant 2 is an element with high importance but a low achievement rate .