It And Advanced Mathematics Curriculum Integration Practice

The Information Technology based on multimedia and network technique has changed the operation and development models of every field and the life and study patterns of every communitarian in our society since the twenty-first century. People are entering the knowledge-economy era when the possession and allocation of intellectual resource and the production and distribution of knowledge become the most dominant element. The key point of knowledge-economy era is the innovation of knowledge; consequently the crux of developing knowledge-economy and improving international competition ability is to train the innovative key talents who have Information Literacy. The Information Literacy has become a basic necessity of every citizen in the information society.Information Technology has widened the research fields, methods and application of mathematics. The integrating Information Technology into the mathematics curriculum becomes the bright spot of new educational reform. The researcher integrated information technology into the higher mathematics curriculum in practice, and conducted research concerning the real effects, in an effort to construct an efficient model of integration, to improve the teaching efficiency and to enhance the informational quality for both teachers and students.This paper consisted of five parts.PartⅠpresented the research background. The researcher first defined the concepts of information technology and the researcher elaborated the point from the aspects of educational reform, the development of mathematics education and the professional development of teachers. The researcher introduced in detail the formation, development and the present situation national and internationally, of integration information technology into the curriculum. The researcher summarized three facets of the integration research: To us the information technology to change models of presentation of teaching contents. To us the information technology to change the learning styles of the students. To us the information technology to collect the feedback of teaching timely and efficiently, and thus evaluating scientifically and adjusting the teaching strategies. The researcher further analyzed the deficiency in hardware construction, technical rules, teacher training, teacher resources and technology platform of the integrating Information Technology into the higher mathematics curriculum. The researcher brought forward the necessity of integrating Information Technology into the higher mathematics Curriculum.PartⅡpresented the theoretical framework of this research, and Integrating Information Technology into the Curriculum, both of which have different meaning. The researcher investigated the theoretical basis of integration, such as constructivism, and task-based learning of methodology, and analyzed the significance of guidance of these theories According to the researcher, integrating Information Technology into the Curriculum equals to integrating information Technology into the specific subject teaching. Information technology mainly functions as a tool, a media and a method to be blended into different aspects of teaching, including preparation, classroom teaching process and teaching evaluation..The main effort of this paper was illustrated sufficiently in PartⅢand PartⅣ.PartⅢpresented the application process of the researcher's integration of information technology into higher mathematics curriculum. Based on the previous experiences, the researcher practiced the integration with the Web-Based Instruction Management Platform. The researcher introduced the construction and function of the Platform, summarized the practice process in classroom teaching, extra-class exercise, student personality development, mathematics cultural resources and teaching evaluation. The researcher also provided a case study of training excellent students' mathematical analysis and mathematical modeling construction ability.PartⅣpresented the case study of the researcher with the confirmation of research deign, the researcher designed the questionnaire in accordance with the teaching objects. The researchers processed and analysis the questionnaire with statistics. The researcher provided the questionnaire in the attachment.PartⅤpresented the summery and expectation of this paper. This part summarized the deficiency of practice and case study in the integration of information technology into higher mathematics curriculum. This paper provided some practical experiences for future teaching and research, and the researcher will further and prefect the study.