計(jì)算機(jī)輔助教學(xué)中英語教師角色分析

OnTeacher'sRoleinComputerAssisted

LanguageLearning

Abstract

Withtherapiddevelopmenlofeconomy,scientifictechnologyandculture,

networkishavingapowerfulimpactontheEnglishlanguageteachingprofession.

Computerassistedlanguagelearning(CALL)isoneofsuchmoststrikingchange.

Comparedwithtraditionalclassrooms,withthehelpofcomputerandnetwork

technology,thenewteachingmodecanprovidestudentswithagoodlearning

environment,andstudentscanchoosetheappropriatelearningcontentandlearning

methods.

Thisstudychoosestheroleofteacherastheobjectofstudy.Onthebasisof

reviewingthetraditionalteachers,role,itproposestheinfluenceandchangeofthe

developmentofmoderncomputertechnologyonEnglishteaching,andthechangeof

teacherrolecausedbythischange.Itfindsthat,inteachers'rolesaredesignerof

multimedia,textbookspromoterofmeaningconstruction,researcherofcourseteaching,

participantsandfacilitatorsofteachingactivities,organizer,andstudent'sevaluator.To

adoptthecomputer-basedteachingmode,teacherscandesignflippedclassroomlessons

basedonmultimediatechnology.Teachersneedtocontinuouslyimproveknowledge

system,improvetheteachinglevelandbegoodatstimulatingstudents'enthusiasmto

promotetheteachingefficiency.

Keywords：ComputerAssistedLanguageLearning(CALL);teacher'sRole;English

teaching

計(jì)算機(jī)輔助教學(xué)中英語教師角色分析

摘要

多媒體技術(shù)和網(wǎng)絡(luò)技術(shù)的快速發(fā)展，其在英語教學(xué)領(lǐng)域也產(chǎn)生巨大影響，計(jì)

算機(jī)輔助外語教學(xué)就是其中之一。與傳統(tǒng)課堂不同的是，通過應(yīng)用計(jì)算機(jī)技術(shù)，

新的教學(xué)模式能夠?yàn)閷W(xué)生提供優(yōu)良的學(xué)習(xí)環(huán)境，學(xué)生可選擇適合自己的學(xué)習(xí)內(nèi)容

和方法。

本研究選取教師角色作為研究對象。本文在考察傳統(tǒng)教師角色的基礎(chǔ)上，提

出了現(xiàn)代計(jì)算機(jī)技術(shù)在英語教學(xué)中發(fā)展的影響和變化，以及教師在這一變化中所

起的作用的變化。教師角色有多媒體設(shè)計(jì)者，教科書意義建構(gòu)的推動者，課程教

學(xué)研究者，教學(xué)活動的參與者和輔導(dǎo)者，教育教學(xué)組織者，以及學(xué)生的評價者。

為了發(fā)揮計(jì)算機(jī)輔助教學(xué)模式的作用，教師可以基于多媒體技術(shù)設(shè)計(jì)翻轉(zhuǎn)課堂教

學(xué)。教師需要不斷提高知識體系，提高教學(xué)水平并善于激發(fā)學(xué)生的積極性，以促

進(jìn)英語教學(xué)效率的提高，

關(guān)鍵詞：計(jì)算機(jī)輔助教學(xué)，教師角色，英語教學(xué)

目錄

Abstract......................................................................................................i

摘要......................................................ii

IIntroduction..............................................................................................1

IILiteratureReview....................................................................................3

2

IllTheChangingRoleofTeachersinCALLinChina...............................7

3.1TheTraditionalTeachersRolesinELTinChina.....................................................7

3.1.1Transfer................................................................................................................7

3.1.2Executor..............................................................................................................8

3.1.3Leader...................................................................................................................9

3.2Teacher'sRolesinCALL..........................................................................................9

3.2.1DesignerofMultimediaTextbooks..................................................................1()

3.2.2PromoterofMeaningConstruction................................................................11

3.2.3ResearcherofCourseTeaching.......................................................................13

3.2.4ParticipantsandFacilitatorsofTeachingActivities.......................................13

3.2.5EducationalTeachingOrganizer......................................................................14

3.2.6TeacherasaStudent'sEvaluator......................................................................15

3.3TheSignificanceofTeachers'RoleTransformation.............................................15

3.3.1ToAdvancewiththeTimes..............................................................................16

3.3.2ToCreateNewClassroomsandImproveTeachingQuality..........................16

3.3.3ToImprovetheProfessionalism......................................................................16

IVMeasurestoPlayTeacher'sRoleinCALL..........................................18

4.1ToImplementtheTeachers?roleofEnglishFlippingClassroom.........................18

4.1.1ToChangeTeachingConceptsandLaytheFoundationforRole

Transformation.............................................................................................................18

4.1.2ToImproveInformationTechnologySkills....................................................19

4.1.3ToEstablishtheConceptofLifelongLearningandIndicatethePathforPole

Transformation...........................................................................................................19

4.1.4ParticipantsandFacilitatorsofTeachingActivities........................................20

4.2ToUpdatetheKnowledgeSystemandImprovetheLiteracy..............................21

4.2.1ToEstablishaLifelongLearningIdea.............................................................21

4.2.2ToTakePartinEducationalPractice.............................................................22

3

4.2.3ToStrengthenCooperativeLearningamongTeachers....................................23

VConclusion.............................................................................................24

REFERENCES...........................................................................................26

ACKNOWLEDGEMENT..........................................................................28

I?Introduction

Inthemidtolate1980s,thecomputerwasintroducedtoeducationinChina.At

thattime,itwasnamedcomputer-assistedinstruction.Afterthe1990s,computer

technologybecamemoreprevalent.EspeciallyafterconnectingtheInternetwith

campus,itprovidedabundantteachingresourcesforschooleducation,andgradually

formedateachingaidedbynetworkasthemainteachingaidspattern.

However,intheprocessofintegrationofcomputertechnologyandsubject

teaching,thesocietypaysmoreattentiontohowtoimprovetheschool'sinformation

equipment,andhowtodevelopandutilizemoreeducationalinformationtechnology.

AHtheseareembodiedintechnologicalrationality,onlythelackofattentiontothe

peoplewhousetechnology,thatis,theteachersintheprocessofcomputer-aided

teachingroleconversionandinformationtechnologyliteracy.Withthemulti-angle

involvementofinformationtechnologyinmiddleschoolEnglishclassroomteaching,

theteachingmethods,teachingprocess,teachingeffect,teachingresourcesandteaching

evaluationofmiddleschoolEnglishwillchangealot,whichwillinevitablyimpactthe

traditionalteachingroleofteachers.Then,howthecomputertechnologychangesthe

classroomteachingstructure,andaffectstheroletransformationofteachers,allthese

issueswillbecomethemainpointsofthispaper.

Afteranalyzingtheresearchideasofthispaper,itissplitintofivechapters,in

whichthecontentofthestudyisdevelopedandanalyzed.Firstofall,thebackgroundof

4

theresearch,thepurpose,themeaning,thecontentandthestructureoftheresearchare

presented.Second,itmainlydefinestherelatedconceptsofcomputertechnology,

educationalinformationtechnology,andtheroleoftheteacherinvolvedinthepaper.

Third,itintroducestheroleofteachersintraditionalclassroomandcomputerassisted

instruction,makingacomparativeanalysisoftheroleofteachers,andsummarizesthe

roleofteachers.Then,itmainlyinvestigatesthestudentsandteachersthrough

interviewswithEnglishmathematiciansandobservationoflessonperceptionteaching,

andcollatesandanalysesthedata.Finally,themaintransformationofteachers'rolesis

obtainedthroughtheaboveliteraturereview,comparativeanalysisandinvestigation

experiments,andthecountermeasuresareputforwardfortheproblemsintheprocessof

roletransformation.

II.LiteratureReview

Accordingtothedefinitionoftheroleconcept,becausepeopleareindifferent

positionsandidentitiesinsociety,theywillnaturallypresentdifferentideasand

behaviorsintheprocessoffulfillingtheirroles(performancebehavior).Theroleofthe

teacherisalsoaspecialbehavioralpatterndeterminedbytheteacher'ssocialstatusand

identityandinlinewithpublicexpectations.Asamemberofthesocialrelationssystem,

teachersmustbeinaspecificpositionandplaycertainrolesaccordingly.Inthefieldof

schooling,theroleofteacherscanbeunderstoodas"schoolteachers1'.Ineducation,in

ordertorealizetherightsandobligationscorrespondingtotheirstatus,thecombination

ofattitudesandbehavioralpatternsconsistentwiththesocialperiod.Inotherv/ords,

educationisalsoaspecialsocialactivity,whereteachersareInsocialactivities,there

aredifferentrelationshipswithstudents,educationalcontent,andvariouseducational

environments,showingdifferentbehaviors,thatis,playingdifferentroles.

Computer-assistedlanguagelearning(CALL)hasbeenimposedtolanguage

5

teachingsincethe1960sand1970s.Ilisgenerallydefinedasanapproachtolanguage

teachingandlearninginwhichthecomputerisused,tohelpstrengthenthepresentation

andevaluationoflearningmaterials,andusuallywithasubstantialinteractiveelement.

Levy(1997:I)definestheCALLstudyofcomputerapplicationsinteachingand

learninglanguages,whichissupportedbymostteacher-researchers.

GuiShichunbelievesthatcomputer-assistedlanguagelearning(CALL)should

includethefollowingaspects:(1)usecomputer-basedmeanstohelpstudentslearn

foreignlanguages;(2)usecomputermeanstolearncoursesrelatedtoforeignlanguage

majors;(3)learnforeignlanguageprofessionalsoftware;(4)usecomputertoolsto

organizetests,calculateanalysisresults,analyzetestquestions,assessstudents,level

andsetupatestbank;(5)usecomputermeanstoconductappliedlinguisticsresearch;

(6)computer-centeredorganizationofmultimediateaching;(7)computer-centric

organization.Systematicengineeringthroughoutforeignlanguageeducationistheway

fromforeignlanguagetoscience.Inordertomakelanguageeducationmoreefficient

andmorescientific,computer-aidedlanguagelearninghasthefollowingfeatures:

First,itbreaksthroughthetimeandspacerestrictionsofeducationalinformation

dissemination,andprovidesrich,intuitiveandauthenticlanguagematerialsfor

languageteachingwithagoodlanguageenvironment.Second,thelanguagematerialsof

pictures,texts,soundsandimagescanfullymobilizethestudents'varioussensesto

participateinthelearningprocess,stimulatethestudents*interestinlearning,and

improvethestudents1audio-visualability.Third,itmakespersonalizedteachingforms

possible.Withthepopularityofcomputers,studentscanbeassuredthattheycanlearn

whattheyneedattheirownconvenienceandinaconvenientlocation.Theycan

developfourself-studyschedulesaccordingtotheteachingrequirements,andcanuse

computerstoconductself-testsandevaluations.Fourth,inthepenetrationofmodern

scienceeducationandmodernscienceandtechnologyapplicationsandavarietyof

informationworkmethods,togivestudentspositiveandsubtleinfluenceandguidance,

andpromotethegrowthofcreativetalents.Itisbecauseoftheseadvantagesofthe

6

computerthatthescenecreatedismorevividandrealistic,easytobeacceptedbythe

students,easytoarousetheemotionsoftheteachersandstudents,mobilizethestudents*

enthusiasmforlearning,thusimprovingtheteachingeffectandachievingtheteaching

purpose.

Forcomputer-assistedlanguagelearning,therearerelevantstudiesatdifferent

stagesinChinaandabroad.Astheworld'sfirstcomputerdevelopedcountry(WuJiang,

WangRunlan,2001),theUnitedStateswasalsothefirstcomputeraidededucation

country.In1958,itbeganComputerAssistedEducation(CAI)researchatStanford

University.Thefirstmajorachievementinthisregardisthe"PLATO"developedbythe

UniversityofIllinois.TheeducationsystemconnectsalloverNorthAmericaandoffers

over100courses.InEuropeandtheUnitedStates,therearemorethanadozenforeign

languagecoursesfollowedbyComputerAidedInstruction(CAI),whichisadvertised

worldwide.

CALLstartedlateinChinabutdevelopedrapidly.China'sCALLbeganinthelate

1970s.Rapiddevelopmenthasbeenseensincethe1980s.Untiltheearly1980's,my

foreignlanguageteachingmaterialwasprimarilyasimpleaudiovisualmedium.From

themid-1980s.FamousChinesescholarsGuiShichunandYangHuizhongexpertsgave

anacademicreportoncomputer-aidedlanguageteachingattheconference,and31

paperswereexchangedduringtheconference.Attheendof1993andJanuary1994,the

MinistryofEducationconductedasurveyof288institutionsofhigherlearning,

indicatingthat117ofthe122collegesanduniversitiesconductedspotchecks

conductedCAIresearch.(WangZhimin,LiuWanxiang,2005).

Computer-assistedlanguagelearningisbasedonthetheoryofconstructivist

learning.Theriseofconstructivismiscloselylinkedtotheprogressivepopularization

ofmultimediaandnetworks,particularlytheInternet.Itisthemultimediaand

networkingtechnologythatprovidesasolidhardwarebasefortheideallearning

environmentpreachedbyconstructivism,enablingittoberealized,andthenmaking

constructivismentertheschoolsofalllevelsandbecomeanimportanttheoreticalbasis

7

forsupportingmultimediaandnetworkteaching.(HeKekang,2004).Constructivism

emphasizesthesubjectiveunderstandingandmeaningconstructionofobjectivethings

fromtheperspectiveoftheirownexperience,focusingontheinitiative,socialityand

situationalityoflearning,andopposingthesimpleteachingofready-madeknowledge.

(ZhuWansen,2000)

HI.TheChangingRoleofTeachersinCALLinChina

3.1TheTraditionalTeachers9RolesinELTinChina

MiddleschoolEnglishteachersdifferfromEnglishteachersatotherstages.It

dependsontheparticularityofprimaryschoolEnglishteachingandthecharacteristics

ofphysicalandmentaldevelopmentofsecondaryschoolstudents.Therefore,English

teachersatthisstageshouldfocusonhowtohelpstudentsdevelopinterestandpractical

foundation.InthetraditionalEnglishclass,theteacherisanactiveprofessor;the

studentisthepassiverecipient;theeducationinformationandknowledgearepossessed

bytheteacher.Thereareveryfewstudentswhoeducateinformationandresources.

Suchasituationinevitablydeterminesthestatusandprestigeofteachersintermsof

knowledge,skills,etc.andstudentsarenaturallyinapassiveposition.

3.1.1Transfer

Theprimaryresponsibilityoftheteacheristopassonknowledgetothestudents.

Therefore,themostbasicroleoftheteachershouldbethetransferofknowledge.And

betweenthestudentsandtheteachingmaterials,theroleoftheteacheristotransfer

knowledge,whichisalsothemostcommondifferencebetweenteachersandother

professions.Infact,theroleofteachersisunchanging,becauseteachersarerequiredto

8

impartknowledgenomatterwhen,onlywiththedevelopmentofthetimes,the

requirementsfortheroleofteachersareconstantlychanging.Ifteachersareonly

limitedtoimpartingknowledge,theymustnotallowstudentstodevelopbetter.

JustlikeintraditionalEnglishclassrooms,becauseofthelackofteachingaidsand

equipment,teachersoftenteachknowledgeaccordingtotextbooks.Teacherssimplytalk

aboutit,andstudentsonlylistenpassively.Asfortheprocessoflistening.Finally,the

qualityofthestudentsandhowmuchthestudentshavelearnedisstillunclear.

Teacherswhoaretraditionalorwheretheeducationalfacilitiesarebackward

limitedtoIhethree-footplatform,achalk,atextbook.Theconceptofknowledgefor

studentsisabstract,andteachersarcjustboring“speakingknowledge”.Therefore,

giventhetraditionaleducationalenvironment,theroleofsometeachersislimitedto

smallclassrooms.

3.1.2Executor

Inthetraditionalteachingenvironment,teachersarepassiveperformersof

textbooks,lackingindependentchoice,debuggingandre-creationoftextbookcontent.

Inthetraditionalclassroom,teachersareconsideredtobemechanicalimplementation

syllabuses.Justlikethetools,theworkoftheteacheristoteachstudentsthe

educationalcontentprescribedbythestate.Therefore,whatteachersshouldconsideris

onlyhowtoteachtheteachingcontentprescribedbythestate,butteachersoftendonot

understandwhysuchteachingistaught.Thereasonwhythecurriculumstandard

replacesthesyllabusisthatthesyllabusisrigidandthereisnoappropriateflexibility.

Theteacher'slessonplansconsistofthesameanalyzesoftextbooks,pedagogical

objectives,educationalpriorities,pedagogicaldifficulties,tabledesign,teachingtools

andhomework.Thisisbasedontheresearchtextbooksandisalsoinlinewiththe

syllabusrequirements,buttheteacherslacktheirowncreativityinthecurriculum,

whichissimplythegoalandrequirementsoftheimplementationofthecurriculum.The

teacherisonlythepersonwhoperformsthecourse,regardlessoftheactualsituationof

9

thestudent.

3.1.3Leader

IntraditionalmiddleschoolEnglishclasses,fewteachersorganizevarious

activities.Teacherslackattentiontoteachingactivitiesduetolackofequipmentand

venuerestrictions,andtheentireteachingactivitiesarcalsocarriedout.Accordingto

thecurriculumplanpreparedbytheteacher,theteacherplayedaroleintheteaching

activities.

However,learningEnglishisalanguagelearningandrequiresasufficientlanguage

environment.Thedevelopmentofjuniorhighschoolstudentsneedsarelaxedlanguage

environmenttoenablethemtolearnanduseEnglish.Traditionaljuniorhighschool

Englishteachersrarelyhaveasenseofcreatingthiscontext.Theycoordinateactivities

intheclassroom,buttheydonotgivethestudentsenoughlead.Itisoftensaidthatthere

isno“student-centered”.Thesamemistakethatmostteachersmakeisthatclassroom

activitiesareliketakingaform.Theydon'thaveenoughtimeforstudents.Theydon't

letstudentsreallyenjoyit.Theso-calledroleistoadmiretheleader.Teachersdominate

allactivitiesintheclassroom,ignoringthedominantpositionofstudents.Thiswill

inevitablyaffecttheeffectofstudentlearning.

3.2Teacher'sRolesinCALL

Withthecontinuousdevelopmentandadvancementofscienceandtechnology,the

resourcesforstudentstolearnhavebecomemoreabundant,andtheconstantlychanging

thelearningway.Intoday'shighlyinformation-basedsociety,teachersandstudentsare

atthesametimeinsuchasituationwhereinformationresourcesareparticularlyrich.

Teachersandstudentshavealmostthesameaccesstoinformationresources.Thatisthe

mainwaythatstudentslearnEnglish,andstudentshaverichchannelstogetthe

io

informationtheywant.Inthisera,teacherscanbeabletore-identifytheirnewrolein

theteachingmodel.

3.2.1DesignerofMultimediaTextbooks

Teachingisanart."Thereisnolimittoteaching?'Itisnoteasytobeacceptedby

otherteachers.Thereisaprobleminpromotion.

Thebestcoursewaredevelopedbyothersisnotsuitableforeveryteacherandany

student.Teachersshouldwriteparticularcoursewaresuitableforcollectiveteachingfor

differentenvironmentsanddifferentobjects.Itisaneffectivewarrantforthegood

developmentofcomputer-assistedteaching.Therefore,underthepremiseoffollowing

theteachingprinciples,mostteachersshouldbeabletodesignandcompile

computer-aidedteachingcoursewareandbecomethedesignerofmultimediateaching

materials.

Teachersasthedesignersofcoursewarecanchoosetheknowledgecarrier

accordingtotheteachingrequirements,andshouldbegoodatusingmultimedia

coursewaretocreatesituationsandstimulatestudents1interestinlearning.Giventheage

characteristicsofmiddleschoolstudents,learninginterestisoftenthedirectmotivation

fortheirlearning.However,interestandmotivationarenotinherentinnature,butare

causedbythenoveltyanduniquenessofexternalthingstomeettheneedsofstudents'

inquirypsychology.Therationaluseofmultimediacoursewarecanoptimizethese

factorsandfurtherstimulatechildren'sinterestinlearning.Inshort,mediaisthe

supporterofinformationandthemeansandmeansofconveyinginformation.

Itsroleisnotonlytoconveyresearchcontent,buttochangetraditionalteaching

waysandlearningways,adjusttheatmosphereofactivitiestocreatelearningsituations,

fullymobilizethechildren'semotions,andstimulatechildren'sinterestinlearning.

Asadesignerofmultimediatextbooks,teachersmustconsiderwhetherthe

teachingobjectivesareappropriate,whethertheuseofthecoursewarecanachievethe

teachingobjectives,whetheritcaneffectivelystimulatethechildren'sinterestand

11

enthusiasm,whetheritisconducivetocultivatingthechildren'sability,andwhetherthe

contentisclear.Whethertouseimages,colorandsound,andwhetheritisappropriate

tousetheteachingmodel.

Specifically,howshouldteachersmakecomputer-aidedteachingcourseware?

First,theprincipleofteaching.Theobjectiveofcreatingcoursewareisoptimizing

thestructureofclassroomlessonsandimprovetheefficiencyofclassroomlessons,

breakthroughthedifficultiesandkeypointsofteaching,andconsiderusingcourseware

onlywhenconventionalmethodscannotsolveproblemswell.

Second,theprincipleofsubjectivity.Theuseofcomputersmustpayattentionto

theroleofstudents,stimulateinterestinlearning,enlightenstudents'thinking,createan

intuitiveteachingenvironment,andavoidthe"wishfulwish"ofcomputers.

Third,theprincipleofextensibility.Thelanguageconstructedbymodern

multimediatechnologyhasthefeaturesofwideknowledgeandabundantcontent.It

shouldprovidestudentswithaspacefordivergentthinkingtopromotethedevelopment

oftheirbringforthnewideas.

Fourth,theprincipleofmoderation.Understandthe"degree"ofmultimedia

applicationstodisputeglutandsideeffects.Thepictureofatyrannologicalpicture,

sound,etc.shouldbeusedmoderately.

3.2.2PromoterofMeaningConstruction

Thetheoreticalbasisofcomputer-assistedinstructionistheconstructivistlearning

theory.Usingthenecessarylearningmaterials,thehelpofthepartnersisobtained

throughtheconstructionofmeaning.Theconstructivistlearningtheoryis

student-centeredandbelievesthatstudentsarenotpassiverecipientsofexternalstimuli

andinstilledobjectsofknowledge,butratherthesubjectofinformationprocessingand

theactiveconstructorofknowledgemeaning.Therefore,teachersarerequiredtobe

transformedfromtheinstructorsandimpartknowledgeintothepromotersofactive

construction.

12

Incomputer-aidedteaching,thetaskoftheteacherisnottoteach,buttoguide,and

theteacheristheproponentoftheconstructionofmeaning.Asapromoterof

constructingthemeaningofstudents,educatorsshouldencouragestudentstouse

existingknowledgetoactivelyexploretheappearanceandevolutionofknowledge,

guidestudentstoquestion,investigate,explore,anddevelopindependentlyand

independentlyinhands-onoperationandbrainthinking."TheGermanTeacherPeiBen

GuideBook"said,“Theunspokenteacherforcedthestudentstoacceptthetruth,anda

goodteachertaughtthestudentstoactivelyseektruth”.Thisrequiresstudentstobe

recognizedandrecognizedasthesubjectoflearningandrespectforthesubjective

statusofthestudent.Changeresponsibilityfrom“teaching"to“guidance“tocreate

statusforstudentstolearnindependently.Therefore,theroleofteacherswillnolonger

belimitedtotheclearpresentationorpresentationofasetofwell-organizedknowledge

sets.Moreimportantly,itwilluseinformationtechnologytostimulatestudents'interest

inlearningandstrivetomotivatethemtoreflectthecurrentlearningcontent.Teachers

shouldmotivatestudents*learningmotivationwithrealandchallengingtasks,sothat

theycangeneratestronginterest,andthenactivelyexploreandlearnvariousknowledge

forthecompletionoflearningtasks,intheactiveexplorationofknowledgesystem.

Findinformation,understandphenomenaandlearntothink,buildyourowncognitive

structure,andcultivatestudents'senseofinnovationandcreativity.

3.2.3ResearcherofCourseTeaching

Asateacher,ifyouwanttomakeprogress,ifyouwanttomaketheeducation

effective,thenwemustteachthestudentsontheonehand,andontheotherhandthe

teacherstolearnforlife.Thedevelopmentofthetimeshasmadetheproblemsinthe

educationalsituationmoreintricate."Teachersbecometeachingresearchers'*is

especiallyimportantinthecontext.

Foralongtime,peoplethinkthattheteacher'sdutyistopassontheexisting

knowledgetothelearner.Creatingknowledgedoesnotseemtobeateacher'smission,

13

buttoday'sschooleducationalsoappliestoteachers..

Withthenewrequirements,simplyteachingtheknowledgespecifiedinthebook

willlimittheteachingcontentoftheteacherontheonehand,andhinderthe

professionaldevelopmentoftheteacherontheotherhand.Therefore,theteacherinthe

informationtechnologyerashouldbearesearcherwhoactivelyparticipatesinthe

curriculumresearch.Whenencounteringproblems,henotdependsontheresearchof

others,hutlooksfortheanswerstothequestionsthemselves.Teachershavemore

autonomythanbefore,andshouldgraduallychangefromteachingteacherstoteaching

andresearchteachers.Asaresearcher,itisnecessarytodevelopeducationalresources,

arrangetheteachingprogressa