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进入21世纪,我国基础教育信息化得以蓬勃发展,但一直以来的粗放式发展模式,导致教育信息化建设陷入“大投入没有大产出,高投资没有高效益”的尴尬境地。在应用层面,表面热闹的课程整合也一直没能走向深入,虽然新技术不断涌现并进入教育领域,但到目前为止,这些新技术的应用并没有为基础教育改革带来人们所热切期望的效果和效益。教育工作者们开始对现有的教育理论和教育实践方法进行反思。本刊在2005年11、12两期连载了何克抗教授的《基础教育跨越式发展创新实验》,在中小学教育实践领域中引起了强烈反响。何克抗教授提出的儿童思维发展新论、语觉论、双主教学结构理论等,从一个全新的角度揭示了学生思维发展的规律和可能潜藏的巨大的学习能力,为信息技术与学科教学进行深层次的整合奠定了新的理论基础。可以认为,这有可能成为信息技术促进教学发展,实现基础教育跨越式发展的一个有效的突破口。经历了5年的探索,“基础教育跨越式发展创新实验”项目在全国10多个实验区110所实验学校已经开始显现出良好的效果,得到实验区学校、教师、家长和教育行政部门的认可。为让关注该项目的教育工作者对其进展和效果有更深入、更全面的了解,本期我们邀请课题组专家详细介绍该项目的实施策略、保障措施及最新的实验结果,并选择语文、英语教学案例各2篇,供读者借鉴。
In the 21st century, China’s basic education informatization has been booming, but the extensive mode of development has always led to the construction of education information into a “big investment is not a large output, high investment, no high efficiency,” the embarrassing situation. At the application level, the lively integration of curriculums has not been able to go further. Although new technologies are emerging and entering the field of education, so far the application of these new technologies has not brought much-anticipated effects to the basic education reform And efficiency. Educators began to reflect on existing educational theories and educational practices. In November, November and December 2005, this magazine serialized Professor He Kekang’s “Leaping-over Development Innovation Experiment in Basic Education”, which aroused strong repercussions in the field of primary and secondary education. The new theory on the development of children’s thinking, the theory of cognition and the theory of dual-main teaching put forward by Professor HE Ke-kang reveals the law of student’s thinking development and the huge potential learning ability hidden from a completely new perspective, and makes a deep study of information technology and subject teaching The level of integration laid a new theoretical foundation. It can be considered that this may become an effective breakthrough that information technology can promote the development of teaching and achieve the leapfrog development of basic education. After five years of exploration, “Basic Education Leaping-over Development and Innovation Experiment” has begun to show good results in 110 experimental schools in more than 10 experimental areas across the country, and has been approved by schools, teachers, parents and educational administrations in the experimental area . In order to let educators who are concerned about the project have a deeper and more comprehensive understanding of their progress and effectiveness, in this issue we invited panel experts to elaborate on the implementation strategies, safeguards and the latest experimental results of the project and to choose the language, English teaching case of 2, for readers to learn.