| The development of information technology has become increasingly mature,and the integration of information networks with other fields has become a hotspot for research.The term "Internet Plus" is widely used in various industries,and education,which is a major national project,is no exception.More and more educators are aware of the importance of information technology and are analysing the role of information technology in education and teaching from multiple dimensions,while at the national level,both the Education Informatization 2.0 Action Plan issued by the Ministry of Education in 2018 and the Guiding Opinions on Promoting the Construction of New Infrastructure for Education and Building a High-Quality Education Support System issued in 2021 aim to promote the development of education and teaching development of information technology.The IT context has put forward new requirements for teaching resources.Although China has developed a number of information-based teaching resources,the quality of the resources varies and their completeness and systemic nature are difficult to guarantee,and there are still a lack of resources to meet the actual teaching at the grassroots level.Influenced by traditional teaching thinking,grassroots teachers have certain difficulties in developing information-based resources,which hinders the development of the information-based teaching model.The development of information-based resources that meet the needs of grassroots teaching has become an urgent problem.Based on constructivism,Dell’s "tower of experience" and blended teaching theory,the current status of research on teaching resources in the context of information technology was analysed through literature research,questionnaire surveys and interviews with front-line teachers.Through the analysis of the knowledge points of the biology textbook Molecules and Cells in a senior secondary school in Yantai,the steps and contents of the development of mind maps,flash animations,micro-videos and XIV whiteboard courseware were studied.The developed resources were applied to teaching and learning,and comparative experiments were conducted with teaching and non-teaching classes.The results are as follows.1.The main obstacles to teachers developing teaching resources are the single way to find teaching resources;the lack of proficiency in the operation of many software;and the lack of time for lesson preparation to squeeze in the production of resources.Compared to the traditional chalk and blackboard,and the single mode of PPT,students would like to see micro-video and flash animation in the classroom;they would like teachers to finely process the book knowledge and sort out a clearer framework;they would also like to have more interaction with teachers in the classroom.2.Compulsory 1 "molecules and cells" content knowledge is complicated,is the basis of the late learning of high school biology,the development of the mind map will be the composition of the cell structure to the aging of the cell death,with a main line of string,practice also proved that the use of mind maps,students on the construction of the knowledge framework more clearly;on the memory of a large amount,the content of boring knowledge points,such as " The flash animations help students to understand the knowledge points;for the knowledge points with complicated content and difficult to understand,they are developed into micro-videos,such as " the efficiency of enzymes For experimental explorations such as "Enzyme Efficacy",micro-videos carry more knowledge than lectures or physical teaching aids,and are easier for students to grasp with animations;knowledge points that are simpler and easier to understand are developed into whiteboard resources,which are more interactive and better for motivating students than PPT.3.The application of teaching resources in the flipped classroom and collaborative teaching mode.The long-term use of information-based teaching resources for teaching helps to bring into play the subjectivity and initiative of students and increase their interest in biology courses,thus achieving better learning results,but the short-term use of information-based teaching resources does not have significant effects.4.According to the demands of students and teachers,and in line with the actual teaching situation,we have compiled the thinking maps of the whole book,collected and partially modified the dubbed micro-videos for a total of 34,designed and developed 5 flash resources,and 17 whiteboard courseware.There are still many shortcomings in this paper,1.Only the teaching resources for the part of Molecules and Cells have been developed,with no coverage of other contents;2.There is a single way of evaluation.Thereafter,the author will also develop more and better teaching resources based on what I have learnt in the context of information technology and combined with the experience of other frontline teachers to provide reference for frontline teachers. |
