The Penetration Of Esthetic Education Into Information Technology Teaching

In recent years, information technology and esthetic education havebeen attached the greatest importance. There have been many studiesabout esthetic education and information technology teaching. But thereis still an extreme deficiency in treating the two as an entirety andexploring the relationship between the two subjects. This thesis is basedon the theories of Constructivism and multi-intelligence as well as thetheories of pedagogies and psychology. A series of studies, such as thetheory study, comparison study and case study, have been performedbased on the issue of high school information technology teachingpenetrated with esthetic education. The study of this issue manifestedgreat theoretical and realistic meanings.Chapter one states out the purposes and significances of the research,analyses the present domestic research situation about esthetic educationand information technology instruction, and defines "esthetic education"and "penetration".Chapter two elaborates the great importance and feasibility of highschool information technology teaching penetrated with estheticeducation. As a required course, information technology, because of itsstrong practicability, is always treated as the course with pure practice.Thus, its humanistic and esthetic factors are ignored. These availableproblems have negative effects on teaching quality, the shaping ofstudents' information attainment, and students' all-round development.Accordingly, this part provides the viewpoint that is the present situationintends to be improved, esthetic education must be penetrated intoinformation technology teaching. Then in terms of their special features,this part points out the rationality and feasibility about the penetration ofesthetic education into information technology instruction.Chapter three has discussed a series of theoretical issues, such as thecharacteristics of information technology teaching penetrated withesthetic education, with the penetration of esthetic education whatdemands will be claimed for information technology teachers, and how todesign the teaching.Compared with traditional information technology instruction, theinformation technology instruction with penetration of esthetic educationhas its distinctive characteristics: a) vividness b)joyfulness c)emotionalityd)creativity. In the information technology instruction with penetration ofesthetic education, it is quite necessary for teachers not only to have solidprofessional knowledge and higher teaching ability, but also to havecertain esthetics attainment and make teaching design with the principlesof esthetics. The teaching design mainly consists of the beauty ofharmonious teaching goals, the beauty of integrated teaching contents, thebeauty of various teaching process, the beauty of scientific teachingstrategies and the beauty of interactive feedback etc.Chapter four is the practice study based on the theories mentionedabove. Two cases about information technology teaching penetrated withesthetic education have been demonstrated, analyzed and reflected. Andthen the author summarized and reflected the whole-year teachingpractice ,and pointed out some available problems in teaching, whichneed special considerations, with the hope that it can give the presentteachers, who desire for the teaching theory and practiced experience,some enlightening.Chapter five is the conclusion of the research. In this part, the resultsof this research has been outlined. The result demonstrates that: with thepenetration of esthetic education into high school information technologyteaching, not only the connotation of information technology is greatlybroadened and explored but also the outer forms of it are becomingwell-rounded, lively and fresh. Meanwhile it can also help the expansionof esthetic education in school, promoting students' overall development.It's an effective approach to improve the present situation of informationtechnology teaching and esthetic education.