| With the rapid development of society and the IT, the computer has become anindispensable tool in people’s lives. IT has gradually penetrated into all areas ofsociety, and has changed people’s production and daily life, working and learning.Education as an important area of the whole society is no exception. IT and theintegration of the mathematics curriculum to become one of the highlights of the newcurriculum reform, the vast number of teachers and educators are concerned about thetopic. However, after put forward the idea, a lot of problems in actual teachingprocess should be solved. Especially in the rural schools that hardware conditionswere worse and qualified teachers were weaker, problems are especially prominent.Therefore, in this thesis, choose Jingning, Yuzhong, Minxian and Qingcheng county’steachers and students as objects of study in Gansu province. The five county’seconomic development is residing in the medium level in Gansu province. From threelevels of integrated information technology and mathematics curriculum, that istextbooks, teachers, students, were used text analysis, questionnaires, interviews andclassroom observation to study, to understand the information technology andmathematics curriculum integration in the current development in the rural areas, anddiscovered the problems and causes, then make recommendations accordingly andcountermeasures, in order to provide some valuable basis for the integration, andprovide a possibility reference for textbook makers and teachers.The results of survey show that rural junior high school in Gansu Province, ITand mathematics curriculum integration is still in the phase that closed, the knowledgeas the center. Specific performance: First, mathematics teaching materials and theintegration of IT is still in the exploratory stage, most of the IT content appearsreading material; Second, the teacher has not completely break the shackles oftraditional concepts of education, not dared to bravely use modern informationtechnology in the teaching process, also feel confused on integration; Third, theinformation literacy of students is too low, influent the development of informationtechnology and mathematics integration.Overall, integration of the IT and mathematics curriculum still remain in the stage that IT as a teaching aids and cognitive tools in order to improve classroomteaching effectiveness, have not implemented the substance of integration ofinformation technology and mathematics curriculum. Although there are still manyproblems in the integration of rural schools, with the rural tele-education and traininghave been carried out, hardware conditions and Teachers’ understanding of integrationtoward the positive direction, the students are also interested in the use of IT. We havereason to believe that the integration will be better tomorrow. |
