| One of the new perspectives in the ongoing reform of the elementary curricula education is the Integration of Information Technology into Curricula (IITC). As a result, how to do IITC wholly, properly, and rationally and how to achieve good effects are being paid more attention to by researchers and practitioners who are interested in educational technology. Among the existing studies, there are much more about the strategies, methods, and patterns of the integration and so on than about how to cultivate the competence of integration in middle school teachers. However, the competence of IITC is the basic factor to improve the effect of integrating technology into curricula in middle school and indeed deserves to be explored. Consequently, this thesis firstly explores the competence of the integration of IITC in middle school teachers, and then analyzes and does some researches on it. 1) Teachers from three middle schools in Zhengzhou, Puyang, and Jiyuan in Henan Province where the IITC is done better were questionnaired and interviewed; 2) After a painstaking mathematics statistics and analysis of the results, the ingredients, which compose the integration competence, were probed together with the problems existing now about the integration. 3) Based on the results, some possible and feasible suggestions about how to cultivate the competence of IITC in middle school teachers are put forward. The thesis consists of four parts: In part one two issues are discussed. 1) Some concepts relevant to the integration of IITC are elaborated, especially their connotations in this thesis such as curricula, IT, and IITC. 2) The ingredients of the competence of the integration of IITC in middle school teachers are concluded and the connotations, characteristics and interrelations are made clear. The six ingredients are the following: the ability of informational technology, the ability of instructional design, the ability of instructional implementation, the ability of instructional supervision and control, the ability of instructional evaluation, and the ability of self-development. In part two, three theories on which the cultivation strategies of the teachers' competence of the integration of IITC are based are discussed: 1) The modern instructional theories including the constructivist teaching theory, the "teachers-dominated students-centered" instructional theory, and the "paying equal attention to teaching and learning" instructional design theory. 2) The constructivism learning theory. Its three nucleus topics are also mentioned. 3) The theory of system science. The principle of macrocosm, the principle of feedback, and the principle of orderliness are mentioned. In part three problems existing about the competence of IITC in middle school teachers are probed and generalized on the basis of the results of the questionnaires and interviews. The problems are sorted: 1) Out-of-date views about education among teachers; 2) Superficial understanding about the connotations of IITC; 3) Teachers' lack of information literacy; 4) The misuse of IT in the IITC; 5) Neglecting the traditional but effective instructional methods while using IT; 6) The teachers' guiding role and the students' subject status are embodied insufficiently. In part four six suggestions about how to cultivate the competence of IITC in middle school teachers are made. 1) A cultivation system should be made, for it can guarantee a good result, and can help the cultivation plan go smoothly. 2) To locate the cultivation targets. Correct location of cultivation targets helps get better cultivation effects. 3) To determine the content of cultivation. The content of cultivation must meet the need of cultivation targets. 4) To reasonably select the channels and methods of cultivation which are available and effective to the targets and contents of the cultivation. 5) To perfect encouraging and estimative mechanisms which are the guarantees of the competence cultivation of IITC in middle school teachers. 6) To establish continuative developmental mechanisms... |
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