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新课程改革到今天,信息技术渗入各门学科教学已由“擂鼓助威”阶段进入探索性实施阶段。借着设备技术飞速发展和教师自身技能不断提高的东风,形形色色的学科与信息技术之间的“整合”应运而生。然而,如果从信息技术与学科课程整合的有效性视角来观测,很多“整合”的教学过程中教师未能将信息技术作为学生学习的工具给予足够的重视,仍旧停留在“助教”的层次上,这种学科之间的硬性整合往往呈现出“金玉其外,败絮其中”的现状。笔者认为要突破信息技术与课程“硬整合”带来的底蕴不足,应以信息技术为载体发展学生的思维广度和深度,使其成为学习中的情感激励手段和“助学”认知工具,在新思维创造灵动的润滑下,夯实学习基础,逐步完善各个学科的学习方法,从而实现学科之间的“软整合”。
The new curriculum reform to today, the infiltration of information technology teaching in all disciplines has been “drum cheering ” stage into exploratory stage. With the rapid development of equipment technology and teachers’ continuous improvement of their own skills, “integration” of various disciplines and information technologies came into being. However, if we look at the validity of information technology and subject curriculum integration, many teachers fail to pay sufficient attention to the information technology as a tool for students’ learning while staying in the “teaching assistant At the level of this discipline, the rigid integration between these disciplines tends to present the status quo in which ”the golden ones are out of the ranks and the inner ones are discarded.“ The author thinks it is necessary to develop the breadth and depth of thinking of students based on information technology as a carrier to break through the insufficiency of information brought by ”hard integration“ of information technology and curriculum, making it become the emotional stimulant in learning and Cognitive tools, in the new thinking to create a smart lubrication, lay a solid foundation for learning, and gradually improve the learning methods of various disciplines in order to achieve the ”soft integration" between disciplines.