【正文】 nting technology in the application of secondary vocational education needs es from two aspects: on the one hand is the transformation and upgrading of Chinese manufacturing, need to adapt to the emerging technology talented person。 teaching mode should follow these two aspects of demand to adjust and research and development of 3 d printing technology in China, originated in institutions of higher learning subjects in machinery manufacturing, and materials, manufacturing, information fusion cross the disciplines, with obvious academic uniqueness of 3 d printing technology in China is not only a technical change, especially secondary vocational teachers teaching thinking and teaching behavior characteristics of the change, which puts forward new requirements to secondary vocational teachers39。 teaching contents, teaching design and teaching mode for further d printing technology in the secondary vocational teachers teaching application status analysis and b in the 1990 s, the 3 d printing technology research has been in our country, China is the third in the world can add material manufacturing country independent research and far, China39。 teaching, therefore, the correct use of 3 d printing, must refer to relevant investigation, literature material and a lot of practice in the vocational education since 1990 s, summarized the application of 3 d printing technology and analysis, find out secondary vocational teachers39。 teaching research ”material manufacturing technology involved in industrial manufacturing, biomedical manufacturing, consumer goods, culture creative product manufacturing and innovative thinking is widely used in fields such as education, is an important application technique must be popular in the whole society.“ The current research on 3 d printing belong to higher education, from higher education to the application of secondary vocational education, there must be a hard , the secondary vocational teachers39。The second is onesided understanding of 3 d printing, errors in the application of use。s economic transformation, understanding unclear abuse problems in above three conditions make 3 d printing can not be in the secondary vocational teachers39。 teaching, therefore, the correct use of 3 d printing technology, research, must be a lot of practice in the teaching practice, summed up the law of the right use of 3 d printing, and using scientific means and methods in practice, the feasibility of the solution being, for the secondary vocational teachers provide reasonable Suggestions for the proper use of 3 d 3 d printing technology in the secondary vocational teachers teaching emphasis and difficulty of the application correctly Establish macroscopic planning, hierarchical universal 3 d printing technology in the application of the secondary vocational teachers39。 stratification is a emphasis and secondary vocational teachers39。Traditional manufacturing related professional, you may need to 3 d printing technology as a teaching aid to improve the classroom efficiency。 acceptance of emerging technology and ability is uneven, and the teacher is the starting point of knowledge dissemination and teach, if you can39。 quality is the guarantee of correct application of 3 d stakeholders of the resource integration, reduce the threshold of the secondary vocational teachers39。s current development situation, secondary vocational teachers should master 3 d printing, mainly face the following two plight of the first approach is the core of the 3 d printing power in university research and development institutions, and our country39。d to the mercial application of link in manufacturing enterprise39。 learning and application of mature and reasonable path of 3 d printing technology, is to improve the efficiency of secondary vocational teachers39。 teaching research will be a longterm concern during the period of ”much starker choicesand graver consequencesin the application of independent research and development of our country has the core technology, should to support, according to the characteristics of regional economic transformation, integration of the resources of the interested parties, in the secondary vocational teachers to carry out the study and application of the popularity of 3 d printing engineering, to reveal the 3 d printing technology in the application of secondary vocational education facing difficulties and challenges, and the 3 d printing technology in the teaching application, analyzing the influence factors of the final explore the correct method and law of application and popularization, which Outlines with theoretical support and the application value of countermeasure and the suggestion, for the modern development of secondary vocational education to provide some useful perspective.第四篇：《信息技術(shù)在教學(xué)中的應(yīng)用研究》《信息技術(shù)在教學(xué)中的應(yīng)用研究》課題研究報(bào)告課題負(fù)責(zé)人：周瑞強(qiáng) 主要參加者： 張春蘭 蔡紅波《信息技術(shù)在教學(xué)中的應(yīng)用研究》研究報(bào)告關(guān)鍵詞：信息技術(shù) 應(yīng)用 研究一、前言隨著教育改革的深入，在課程改革與創(chuàng)新的過程中以計(jì)算機(jī)和網(wǎng)絡(luò)技術(shù)為主的多媒體教學(xué)手段正在逐步成為學(xué)校教育的核心手段之一。《信息技術(shù)在教學(xué)中的應(yīng)用研究》這一課題經(jīng)過一定時(shí)間的研究、實(shí)驗(yàn)，現(xiàn)已取得以下進(jìn)展：教師的教育教學(xué)觀念發(fā)生了極大轉(zhuǎn)變，現(xiàn)代信息技術(shù)參與了老師們的教學(xué)設(shè)計(jì)，優(yōu)化了教學(xué)過程中的師生互動(dòng)，構(gòu)建了開放的課堂教學(xué)模式，提高了學(xué)生學(xué)習(xí)的興趣，促進(jìn)了學(xué)生思維能力的發(fā)展，推動(dòng)了學(xué)校教育現(xiàn)代化的進(jìn)程。二、課題實(shí)施回顧2011年12月我們申報(bào)的《信息技術(shù)在教學(xué)中的應(yīng)用研究》這一課題被定為米河鎮(zhèn)和學(xué)校重點(diǎn)教育科研課題，從那時(shí)起到現(xiàn)在近兩年的研究時(shí)間里，我們主要開展了以下工作：（一）組織理論培訓(xùn)課題基礎(chǔ)知識(shí)培訓(xùn)課題被審批立項(xiàng)后，學(xué)校領(lǐng)導(dǎo)對(duì)該課題的研究工作極為重視。課題組組長(zhǎng)周瑞強(qiáng)同志通報(bào)了本課題國(guó)內(nèi)外研究的現(xiàn)狀，分析了學(xué)校開展該課題研究的軟、硬件條件，初步擬定了課題實(shí)驗(yàn)方案。周瑞強(qiáng)同志負(fù)責(zé)主持課題研究的全面工作，參與課題實(shí)驗(yàn)；張春蘭老師曾獲得過語文學(xué)科優(yōu)質(zhì)課一等獎(jiǎng)、河南省優(yōu)秀班主任，負(fù)責(zé)信息技術(shù)在語文學(xué)科中的應(yīng)用研究，具體的研究?jī)?nèi)容為：利用信息技術(shù)等教學(xué)手段進(jìn)行情境創(chuàng)立；利用信息技術(shù)創(chuàng)造趣味課堂，拓展語文閱讀空間，利用網(wǎng)絡(luò)信息資源，整合語文教學(xué)資源，創(chuàng)造語文教學(xué)資源，做到資源共享。課題理論知識(shí)培訓(xùn)開展研究之前，課題組負(fù)責(zé)人周瑞強(qiáng)老師收集印發(fā)了有關(guān)《信息技術(shù)在教學(xué)中應(yīng)用研究》的理論成果，課題負(fù)責(zé)人充分發(fā)揮數(shù)學(xué)教育和計(jì)算機(jī)專業(yè)的優(yōu)勢(shì)對(duì)研究人員就信息技術(shù)與課程整合構(gòu)建新型教學(xué)模式等方面進(jìn)行了理論培訓(xùn)，提高了教師理論水平，為本課題方案的實(shí)施打下了理論基礎(chǔ)。課題組負(fù)責(zé)人將課題任務(wù)細(xì)化，涵蓋語文、數(shù)學(xué)等學(xué)科，在研究中既各自重點(diǎn)突破，又一起互相協(xié)作。對(duì)無計(jì)劃，無方案，無資料的研究者，實(shí)行淘汰制，這一系列舉措的出臺(tái)，大家的課題意識(shí)進(jìn)一步提高了。在學(xué)生方面：階段實(shí)驗(yàn)后，我們進(jìn)行了學(xué)生調(diào)研問卷，就學(xué)生的思維參與，情感參與和行為參與三個(gè)方面進(jìn)行分析比較。我們將實(shí)驗(yàn)班學(xué)生在實(shí)驗(yàn)前后成績(jī)進(jìn)行了對(duì)比分析，結(jié)果語文學(xué)科實(shí)驗(yàn)后比實(shí)驗(yàn)前的班級(jí)平均分提高在5分以上，并且優(yōu)秀率和良好率提高都在10%以上，由此可見，試驗(yàn)班學(xué)生的學(xué)業(yè)成績(jī)有了明顯的進(jìn)步。我們鎮(zhèn)是處于農(nóng)村，基層教師對(duì)信息技術(shù)知識(shí)的渴求異常期盼，怎樣推動(dòng)信息技術(shù)在農(nóng)村中小學(xué)走近教師，走進(jìn)課堂是我們實(shí)驗(yàn)組的目標(biāo)之一。三月份，我們舉行了課題實(shí)驗(yàn)學(xué)校公開教學(xué)周——基于電子板的課堂教學(xué)活動(dòng)。在活動(dòng)中，我們確立了“信息技術(shù)在數(shù)學(xué)課中的應(yīng)用研究”這一專題，主要研究推廣電子白板這一現(xiàn)代