Task-driving Teaching Model To Ideology And Morality In Junior Middle School Under Network Environment

In the 21st century, information technology develops rapidly. The advanced computer technology, network communication technology and multimedia technology have been applied in education teaching. A new teaching model which uses multimedia teaching network emerges as the times require. Task-driving teaching model based on network environment is one of the classroom teaching models.So far, we haven't received any reference from foreign research on task-driving teaching model. At home, though task-driving teaching model has existed in information technology education and there are more researches on some particular subjects, there is relatively less research on ideology and morality. Many of these studies focus more on theory representation rather than on empirical research and more on primary schools and senior high schools rather than on junior middle school. There is little empirical research on ideology and morality task-driving models. As a teacher with 18 years of teaching experience, the author will work at application research of the ideology morality teaching practice of junior middle school through integrating information technology into the ideology morality teaching and the author tries to discover new teaching model to improve the teaching and learning efficiency through regarding technology as a tool and taking the advantages of traditional teaching models for reference.Applying literature review, comparative analysis and demonstration investigation, this paper has such innovations as bellow: to develop teaching models based on network environment; to enrich ideology and morality theory system through combination with other subjects; to improve teachers and students' learning methods; to promote learning methods to the diversification and multi-levels; and to enhance students'capacity of absorbing and applying knowledge. The paper lays its aim and worth on exploring and establishing task-driving model of ideology morality lessons of junior middle school.Apart from the preface and conclusion, the text is divided into four parts.In the preface, the author makes a brief introduction of theoretic significance and practical value of the paper, the current research situation in academic circles, and the key points, difficulties, innovations and methods of the studyPart I mainly introduce task-driving teaching based on network environment and fully proves its theoretical foundation. To study task-driving teaching based on network, we should do some groundwork. Firstly, to definite conceptions of "network environment", "teaching model" and "task-driving". Secondly, to distinguish the differences between "task-driving" and "command-prompt", and between" task-prompt" and "traditional teaching task". "Task-driving" is based on the development tendency of constructivist teaching and learning theory and information technology education. The theoretical basis of the subject establishes theory foundation to explore task-driving teaching model.Part II focuses on analysis of the current situation of task-driving teaching model based on network and providing experience for task-driving teaching of ideology morality subject in junior middle school by summarizing the experience obtained from task-driving teaching model based on current network environment and with the analysis of the questions and the necessity of the model.Part III analyses the principle and request of task-driving teaching model based network. Since task-driving teaching model is influenced more by external force compared with traditional teaching model, the design and practice of study task should be based on certain principle and request to instruct students to explore and communicate effectively. Thus maximum limit raises the application result of task-driving teaching of ideology morality subject in junior middle school.Part IV explores task-driving teaching of ideology morality subject in junior middle school under the innovative network. This part is the key part of the thesis. It puts initially forward the basic framework of task-driving teaching of ideology morality subject in junior middle school: "main line-task; leading factor-teachers; subject-students". The concrete teaching process is divide into six sections:setting the task; building the platform--assign the task; routing the navigation--analysis the task; forming the learning notes--perform the tasks; exchanging and explore--teaching-studying interaction; accomplishing the tasks—show the results; teaching evaluation. The purpose is to enlarge class teaching volume by fully utilizing internet teaching during teaching process, to raise teaching efficiency, to resources sharing, to show personalization teaching models, to promote student self-learning, and to establish effective task-driving teaching of ideology morality subject in junior middle school.