如何判断“互联网+”对于普通高中教学改革的影响,至今学界仍在争论,有的主张鼓励,有的主张审慎,有的则谈网色变。教学实践中对于互联网技术的应用也出现了不同的态度和应对方式。有的视互联网为学生学习的不利因素,禁止学生带电子设备入校,只允许教师选择性的使用互联网,把互联网当做纯粹技术对待;有的选择性的让学生使用互联网,鼓励师生利用互联网进行教和学。而选择性的表现方式也不尽相同,有的限于课上时间使用,有的则全程使用;有的仅限于查阅相关资料,有的则绑定学校认定的教育资源,实施教和学的互动。但是无论是主动还是被动,积极还是消极,“互联网+”对于普通高中教学改革都是一个绕不开的要素。互联网与教育教学的融合所带来的变化是历次重要的教育技术应用所不能企及的,甚至说,这种比较本身都具有牵强的成分,在深度上和广度上都是这样。互联网与高中教学的融合会在学生培养目标、师生关系、学习和教学方式、教育效率、教育评价等多个方面带来革命性变化,但是同时也会带来与现有办学、教学、学习、评价方式的冲突。实践中如何选择,需要勇气和担当,需要研判和考量,更需要支持和理解。当然,最好的选择就是实验,用实证说话,在实践中改进,鹿泉一中就是在全国范围内普通高中实施互联网与课堂教学高度融合的为数不多的代表之一,在基于“互联网+自主课堂”建设,以及与之相适应的教学资源开发、教学管理制度制定、教师队伍培训等方面均具有典型性与创新性。剖析这一典型,学习他们的经验,无疑会对这一重要的教学改革起到促进和规范作用。 How to judge the impact of “Internet + ” on the teaching reform of ordinary senior high schools, the academic circles are still debating some of them. Some advocate encouragement while others advocate prudence. Others talk about network change. Teaching practice for the application of Internet technology also appeared in different attitudes and coping styles. Some view the Internet as unfavorable factors for students to study, prohibit students from bringing electronic devices to school, and only allow teachers to selectively use the Internet to treat the Internet as pure technology. Some selectively allow students to use the Internet to encourage teachers and students to make use of the Internet Teach and learn. The selective performance of the way is not the same, some limited to the use of class time, while others are full use; some are limited to access to relevant information, while others bind school identified educational resources, the implementation of teaching and learning interaction . However, whether active or passive, positive or negative, “Internet + ” is an essential factor for ordinary senior high school teaching reform. Changes brought about by the integration of the Internet and education and teaching have not been matched by any important application of educational technology. Even the comparison itself has a far-reaching component, both in depth and breadth. The convergence of Internet and high school teaching will bring about revolutionary changes in the aspects of student training objectives, teacher-student relationship, learning and teaching methods, education efficiency, education evaluation and so on, but at the same time, it will also bring about changes in the existing education, teaching and learning , Evaluation of the conflict. How to choose in practice, need courage and responsibility, need to judge and consider, but also need support and understanding. Of course, the best choice is to experiment, to use empirical evidence to improve in practice, Luquan one is one of the few representatives of the implementation of the Internet and classroom teaching in the countrywide ordinary high school, based on the “Internet + Autonomous classroom ”construction, as well as the corresponding development of teaching resources, teaching management system development, training of teachers and other aspects are typical and innovative. Analyzing this typical and learning from their experience undoubtedly will play a catalytic and normative role in this important teaching reform.