What is information technology? How to support the processing of information tasks?

First, update the concept, clear objectives and tasks

(A) information technology education is different from computer education.

Computer is the main material undertaker and technical supporter of high informatization in the 26th century. Without computer and its network technology, there would be no high degree of informationization in today's society. Therefore, it is very important to carry out information technology education activities and cultivate students' information processing ability, basic computer knowledge and basic skills. Computer and network education is an important part of information technology courses.

But computer education is not equal to information technology education.

Compared with computer science, information technology courses in primary and secondary schools are more comprehensive, involving many marginal sciences and basic sciences. There is no so-called computer discipline in the strict sense in the information technology curriculum of primary and secondary schools. It has the characteristics of basic cultural courses, labor technology education and vocational education, as well as subject courses, comprehensive courses and activity courses.

Therefore, in the teaching process, information technology teachers should break the "subject-based" thinking that they can only talk about computer "subject" knowledge, overcome the viewpoint of only learning technology, strengthen humanities, ethics, morality and legal education for students to use information technology, cultivate students' ability to distinguish the authenticity of information and use information technology responsibly, make information technology a means to support students' lifelong learning and cooperative learning, and lay the necessary foundation for adapting to the study, work and life of the information society.

(B) clear the task of information technology courses

Information technology course is a basic subject, and it is one of the courses to cultivate the basic abilities that all members of society should have. These abilities and "reading, writing and computing" are very important for life. The new national curriculum outline has listed it as the fifth course after politics, Chinese, foreign languages and mathematics. The content of information technology courses can be summarized as the following four points:

1. Basic knowledge and skills of information technology: basic knowledge, basic principles and basic operations of computers and networks.

2. Information ability: being able to obtain information quickly and effectively; Evaluate information skillfully and critically; Handle information accurately and use it creatively.

3. Autonomous learning ability: Have the awareness and ability to learn information technology independently, and consciously use information technology to learn and explore other courses.

4. Information ethics: Understand and understand the cultural, moral and social issues related to information technology, and use information technology responsibly.

(C) to strengthen the understanding of curriculum integration

The Outline of Information Technology Curriculum for Primary and Secondary Schools (Discussion Draft) points out that we should pay attention to cultivating students' ability to learn and discuss other courses by using information technology. Strive to create conditions, actively use information technology to carry out teaching in various disciplines, and pay attention to cultivating students' innovative spirit and practical ability. This involves the integration of information technology courses with other disciplines.

We should use the ability of information technology to study and explore other courses, and actively integrate information technology with various courses. Through the integration of information technology and subject teaching, we can make full use of existing resources, give full play to the maximum potential of equipment, and implement high-quality and efficient education on a limited material basis.

The integration of information technology courses is usually driven by various themes and tasks, and the horizontal comprehensive teaching of information technology and other disciplines is consciously carried out. These "tasks" can be the tasks of specific disciplines, or they can be real problem scenes containing the "tasks" of disciplines, so that students can be exposed to the dynamic learning process of asking questions, thinking about problems and solving problems. For example, a paragraph of English required by section 3.3. 1 of Information Technology for Grade One compiled by Anhui Province is taken from lesson 120 of Unit 1 of the English textbook for Grade One. Exercise 4 in Section 3.4.4 uses the famous article "Ailian Shuo" which is required to be recited in the first grade Chinese textbook.

In the process of integration, the knowledge and skill requirements of related disciplines are organically combined into a whole, and information technology is emphasized to serve specific tasks. Students treat information technology in a natural way and regard it as a cognitive tool to obtain information, explore problems and solve problems cooperatively. Students use computers to obtain and process information as naturally as using telephones, pencils and erasers. Teachers should embody the idea of subject integration as much as possible when carrying out "tasks", so that students can be exercised imperceptibly and cultivate their ability to deal with problems comprehensively.

(D) Strengthen the cultivation of information ethics

In today's society, all kinds of information emerge in an endless stream, including a lot of rich subject knowledge, touching stories and other information, as well as some unscientific, pseudoscientific, unhealthy and even harmful information garbage; Computer crimes, rampant computer viruses and threats to personal privacy are all negative consequences brought about by the development of information technology. Therefore, in the course of information technology, it is very important to strengthen the education of humanities, ethics, morality and legal system for students to use information technology, and to cultivate students' ability to distinguish the authenticity of information and use information technology responsibly.

Second, the role that information technology teachers should play is clear.

In traditional teaching, teachers consciously or unconsciously play the roles of "narrator" of knowledge, "giver of information" and "leader" of teaching activities. Teachers' unique authority naturally puts themselves at the center, and students revolve around teachers. But now the society is in the era of information explosion, and teachers are no longer the only channel for students to obtain information and knowledge. Only by correctly understanding and positioning themselves can teachers improve the benefits of information technology courses. Therefore, teachers should establish the concept of "teaching is learning, learning is teaching", that is, the process of teachers' teaching is a process of learning, and the process of students' learning is a process of teaching others. Teachers should be designers, scholars, collaborators, evaluators and "competitors" in teaching activities.

1. Designer: Optimize the classroom through teaching design and improve the teaching effect.

2. Tutor: (1) Help students determine their learning goals and the best way to achieve them; (2) Guide students to form good study habits and master learning methods; (3) Instruct students to distinguish good information from bad information and improve their ability to distinguish information; (4) Enlighten and induce students to think positively, activate their thinking and cultivate their interest in learning; (5) Set an example for students, thus infecting and influencing students and forming noble morality, sound personality and healthy psychology.

3. Collaborators: Teachers and students communicate with each other and discuss some issues, which not only strengthens the relationship between teachers and students, but also cultivates students' creative ability in a cooperative environment.

4. Evaluator: Teachers can guide and motivate students through evaluation, help students determine the direction of their efforts, and achieve their learning goals through students' self-control. This is very important for students to establish self-confidence and develop their abilities.

5. "Competitors": through the network environment, teachers and students are given equal learning and exhibition atmosphere, and equal teacher-student relationship is established, so that teachers and students' works or achievements can compete equally in this harmonious environment, which not only promotes teachers' awareness of lifelong learning, but also stimulates students' desire to learn, forming a gratifying situation that "teachers are not as good as apprentices".

Third, flexible use of "task-driven" teaching method.

The Information Technology Syllabus clearly points out that the teaching of knowledge and skills should focus on completing typical tasks and establishes the teaching principle of "task-driven". This principle highlights the idea of "learning" in "doing"

Modern education has introduced the teaching method of information technology based on computer, and put forward the idea of organizing teaching information in hypermedia mode and teaching process in task-driven mode. "Task-driven" is a teaching method based on constructivism teaching theory. The principle of constructivism teaching design emphasizes that students' learning activities must be combined with big tasks or big problems. Explore questions to stimulate and maintain learners' interest and motivation in learning. Create a real teaching environment and let students study with real tasks. Students must master the initiative in learning, and teachers constantly challenge and motivate students to move forward. At present, the "task-driven" teaching method has formed the basic characteristics of "taking tasks as the main line, teachers as the leading factor and students as the main body".