区域教学信息化项目解决方案

资源整合创新应用区域新课程教学信息化项目方案同方知好乐教育技术研究院2010年3月区域新课程资源中心学校课程资源中心区域新课程资源整合平台教学素材动画教具教学案例微格课例电子教材专题教参区域教师进修学校教师信息技术能力实训教室学校新课程网络教学实践平台投影机光电白板实训电脑实训电脑实训电脑实训电脑实训电脑实训电脑教学工作台无线路由学校网络互动实验教室投影机光电白板学习电脑学习电脑学习电脑学习电脑学习电脑学习电脑教学工作台无线路由教学素材动画教具教学案例微格课例电子教材专题教参校本教学生成资源整合外部教学资源区本教学生成资源区域资源共享中心目录一、项目建设背景························································································41.1课程教学资源有问题·········································································41.2学校新课程教学有问题······································································51.3教师信息技术能力有问题···································································6二、项目建设目标························································································82.1新课程资源的建设与整合···································································82.2学校网络教学平台的建设···································································82.3网络互动实验教室的建设···································································8三、项目建设模型························································································9四、项目实施价值························································································9五、项目建设内容·······················································································105.1中小学新课程资源中心·····································································105.2新课程网络教学平台········································································225.3网络互动实验教室···········································································245.4教师信息技术能力实训室··································································25六、项目建设清单·······················································································266.1区域课程资源中心建设清单·······························································266.2学校教学信息化环境建设清单····························································266.3教师信息技术能力实训室建设清单······················································27附件一：教育部课题实验区申请指南·······························································28一、教育部课题简介··············································································28二、教育部课题实验区创建通知·······························································31三、实验区建设背景··············································································34四、实验区建设指导思想········································································34五、实验区的建设目标···········································································34六、实验区的基本要求···········································································35七、实验区的实验任务···········································································35八、实验区的申请程序···········································································36九、实验区申请表·················································································36附件二：部分典型案例·················································································40一、项目建设背景教育部颁发的《基础教育课程改革纲要（试行）》指出：“大力推进信息技术在教学过程中的普遍应用，促进信息技术与学科课程的整合，逐步实现教学内容的呈现方式、学生的学习方式、教师的教学方式和师生互动方式的变革，充分发挥信息技术的优势，为学生的学习和发展提供丰富多彩的教育环境和有力的学习工具。”国务委员刘延东在全国推进义务教育均衡发展经验交流会上的讲话强调：“要促进优质教育资源共享。教育信息化是共享优质资源的最好载体，是推进义务教育均衡发展成本较低、便捷高效的途径。要把建设中小学现代远程教育平台作为重要抓手，建成遍及城乡、覆盖所有学校的信息基础设施和应用体系。要建立优质教育资源库，加强名师、名校、特色优势学科等教学资源开发，做到优秀课程和教材可以在网上随时查到。教育部门要与广电部门、工业和信息化部门合作，整合互联网、村村通等资源，共同推动教育信息化加快发展，这不仅对教育有好处，也能带动信息产业发展。鼓励名校开放优质教学资源，通过网络输送到农村和边远地区薄弱学校，以信息化推动均衡发展。……使先进教育理念和优质教学方法影响更多学校、惠及更多孩子，为实现区域内资源共享搭建平台”。新课程的教学理念强调：“以学生为主体，以教师为主导”。要“改变课程过于注重知识传授的倾向，强调形成积极主动的学习态度，使获得基础知识与基本技能的过程同时成为学会学习和形成正确价值观的过程。”从新课程的教学理念和要求可以肯定：在实施新课程教学过程中，教师不仅要掌握和应用大量的“教学素材资源”，注重课堂教学中的互动探究，更要充分调动和利用课前和课后的环节，指导学生进行课前的预习、讨论、探究和课后的指导和讨论，以培养学生“学会学习”。本项目的建设背景也就是要研究清楚“为什么要进行课程资源整合和教学创新应用？”。通过我们的调查发现教师在实施新课程教学过程中存在三大问题：一是现有的课程资源支持有问题，二是新课程教学方式有问题，三是教师的教学信息技术能力有问题。要有效实施新课程教学，信息技术是我们的必然选择，我们必须依靠信息技术解决以上问题。1.1课程教学资源有问题很多领导都会说，我们买了很多资源了，我们的资源有什么问题？经过大量的调查和研究发现，现有的课程资源主要存在以下问题：1、没有建立统一的课程资源管理体系：各级教育信息中心和学校购买了不少的资源库，由于这些传统教学资源库数据标引不规范、内容陈旧、管理混乱、没有建立按课标或教材的导航管理等原因，造成这些资源不能被教师直接方便使用，基本不能在日常教学中得以有效应用。2、现有教学资源与课程教材脱节造成教师不能使用：现有教学资源与新课程教材严重脱节，教材作为最重要的教学资源没有进行数字化开发，资源没有与课程教材内容、尤其是与数字化教材的章、节等知识点的无缝链接，因此，教师使用起来很难快速找到所需的资源，影响教师备课授课活动。3、现有教学资源内容单调缺乏互动性，难于满足知识呈现方式、教师教学方式和学生学习方式的变革：传统多数教学资源库内容相对单调，主要以文字、图片和视频为主，缺乏交互性、探究性强的多媒体教学资源如动画教具、教学案例、微格课例等，激不起教师的应用兴趣和热情。4、日常教学产生的教学资源不能有效保护利用：教师在日常教学过程中产生的优质资源往往分散保存在教师个人手中，缺少对这些资源的有效整合，使得许多优秀教师的教学成果不能得到保护，不能被共享和利用。因此，各级教育主管部门必须对现有的课程资源进行重新整合，建立有区本特色并可持续发展的“新课程资源中心”，以满足全区师生在新课程教学和学习中的有效应用。1.2学校新课程教学有问题很多学校都会说，我们的大多数教师都运用了PPT、互动白板和投影幕等多媒体手段授课，我们的新课程教学有什么问题？这是对新课程教学严重的误解，只能说这种课型在一定程度上实现了知识呈现方式的改变，增强了教学在屏幕上的某种互动性，但离新课程教学的要求还很远很远。随着课程改革工作的不断深入，我们发现目前的课程教学普遍存在以下突出的共性问题：1、平铺直叙多，创设情境少。教学导入无悬念，无疑惑，无问题，无情境，简单直接，很少关注学生的兴趣、需要和新旧知识衔接与铺垫，不能很好的激发学生学习的欲望。2、教师讲得多，学生活动少。教师的讲解充斥课堂，老师以“讲”得好为最大满足，很少关注学生的感受、体验和需求，忽视了学生思考的过程、说的过程和写的过程，多是依靠课后的强化训练和重复操练来加以巩固，加重了学生的学习负担。3、随意提问多，激发思维少。教师在课堂教学中虽然关注了师生互动，但往往以预设的教学问题把学生纳入自己事先搭好的教学框架。师生共同探究的问题非常简单，要么是事实性的问题，学生阅读课本就可以找到答案；要么是用“是”或者“不是”来回答，几乎没有激发学生思维的问题，影响了学生思维的密度和深度，达不到应有的效度。4、低效互动多，当堂落实少。教师在课堂教学的追求上关注形式互动，追求表面上的课堂活跃，气氛热烈，而忽视活动的效益和及时反馈矫正，不关注教学目标的落实，更不能将教学目标“落实”到底。5、重复作业多，分层布置少。由于教师对每个学生的认知水平和