从微能力点到融合点的思考与实践——以信息技术在初中物理教学中的应用为例

《中小学教师信息技术应用能力校本应用考核规范》梳理出教师在"信息技术应用能力提升工程2.0"中需要掌握的30个微能力点。笔者提出的融合点是指教师在开展信息化教学的过程中所遇到的特殊知识点,这些知识点属于学科教学的重点、难点、易错点或易混点,教学难度大,但通过信息化手段却能够轻松破解教学困境。融合点和微能力点相辅相成,能够形成积极有效的互补,促进教师信息化应用能力的提升。

The Thinking and Practice from Micro-capacity Point to Integration Points——A Case Study of the Application of the Information Technology in the Teaching of Secondary School Physics

"The School-based Application Assessment Standard for the Teacher’s Ability of Applying Information Technology in Primary and Secondary Schools"has combed teachers’30 micro-capacities needed to master in"the promotion project 2.0 phase of information technology application capacity".The integration points put forward by the author refer to the special knowledge points encountered in the process of carrying out informatization teaching.These knowledge points belong to the key points,difficult points,error-prone points and easily confused knowledge points of discipline teaching.They are hard to solve with traditional teaching methods,but easy to break with informatization means.In addition,in the educational teaching activities,the pain point broken easily with the assistance of informatization means is also the integration point of information technology.The integration point and micro-capacity point are supplementary to each other,and they can form active and effective complementation and promote teachers’application capacity of informatization.