The Design And Research On Networking Classroom Instruction Model For The Information Technology Subject In High School

The 21st century society is a highly informationalized one. Information technology hasgradually stepped into the traditional classroom. As a stronghold of educationalinformationalization of primary and middle schools, the traditional classroom should beintegrated properly with information technology, as is not only the key to the success ofeducational informationalization, but also a breakthrough point of the classroom instructionreform.It is well known that the traditional classroom instruction and the e-learning both havemany advantages. However, they still have their respective limitations. The former is difficultto satisfy the need of autonomous learning of students so that the students' personalities arehandicapped to some extent. But at the current stage, it is impossible to get rid of thetraditional classroom instruction because it is a major channel for basic education. Althoughthe latter, with such features as multimedia and interaction, provides many opportunities forautonomous learning of students, it is quite hard for teenagers to take on online learningindependently because of their unsteady character and limited viewpoints of the world.Meanwhile, its own drawbacks, such as aspects of emotion, evaluation implementation andetc, and its strict demands for instructional environment cannot make it practical to take theplace of the traditional classroom instruction.As a result, e-learning cannot become a substitute for the traditional classroominstruction but a powerful supplement. Consequently, networking classroom instructioncomes into being.Networking classroom instruction, on the one hand, improves the classroominstruction;on the other hand, contributes to the transition of learning approaches of studentsand the establishment of the student-centered instructional model. However, since the abilityof self-taught and self-management of the students is weak, the teachers must monitor andoffer guidance and help in the process of study.The paper consists of six chapters. The first chapter explains the background andsignificance of the development of networking classroom instruction in the course ofinformation technology of senior middle schools from the perspectives of the new curriculumreform and information literacy. The second analyzes the theoretical basis of networkingclassroom instruction. Through the discussion of psychologist traits of the senior middleschool students and constructionism, the section concludes that networking classroominstruction can greatly promote autonomous learning and the development ofmulti-intelligence of the students. The third chapter mainly probes into the meaning,characteristics, principles and evaluation of networking classroom instruction and thereconstruction of actions of teacher and student. In the meanwhile, the part makes acomparison between traditional classroom instruction and networking classroom instruction.The fourth chapter expounds common models, teaching strategies, general flow andinstructional platforms of networking classroom instruction. The fifth chapter discussesadvantages and disadvantages of networking classroom instruction. The last chapter putsforward instructional cases base on networking classroom instruction for the informationtechnology course of senior middle schools according to the mentioned design and analysis.