The Research Of Textbook Contents Processing About High School "Information Technology Fundamentals"

Textbook is one essential factor in teaching process. The specific teaching reality influences the use of textbook, which make claim for teacher processing the textbook contents properly. The textbook contents processing influences the result of the curriculum implemented as well as indicates the quality of the textbook. So, it is meaningful to carry out an action research on the textbook contents processing in the specific teaching reality. This research probes deeply into the textbook contents processing of high school "Information Technology Fundamentals" from the view of teacher.There are some development and transformation of information technology subject in the wake of the development of information technology, as well as the content of textbook. So, it is necessary to carry out an action research on textbook contents processing in the process of curriculum implementation. "Information Technology Fundamentals" as a compulsory module of information Technology curriculum play a very important role between the second school and the senior middle school in information technology education. This research includes two components. One is a macro research on textbook contents processing of "Information Technology Fundamentals", which aims to the status quo of the textbook contents processing of "Information Technology Fundamentals". Some projects have be involved with this study, such as variation measure of textbook; the manner of textbook contents processing; the basis of treating textbook; teacher's attitude survey; textbooks satisfaction measurement. Second, another is a microcosmic research on textbook contents processing of "Information Technology Fundamentals", which aims to the information technology classroom. The textbook are classified as facts, concepts, principles and values. In the process of classroom observation, the treatments of these four categories contents are observed. In the research, we collect the correlative materials by questionnaires, classroom observation, deep interviewing and file collections.Conclusions in this study, (1) The teachers are basically satisfied with textbook, which be viewed as course resources. (2)The teachers have some different understanding of course objectives. The students are the determinant factor of textbook contents processing. (3) The most manner of textbook contents processing of "Information Technology Fundamentals" supplementary teaching resources, deletion and practice themes replacement. (4)The theme of "information processing" is treated seriously, while the theme of "information technology and society" is ignored. (5)Teachers take a different approach to different types of textbook contents. (6)Direct communication between students and textbook to be ignored.According to the questions found in the research, we make concrete suggestions:(1) Textbook editor should enhance the operation of comprehensive practical activity of textbook. (2)Detailing course objectives and enhancing its role in guiding the textbook contents processing.(3)Perfecting three-dimensional teaching target and valuing the achievement target of the emotion attitude and values.(4)Textbook contents processing with learning-material orientation, increasing student's communication with textbook.