Considerations of the Subject Teaching Method Applying in the Information Technology Course - Advanced Research on Computer Education, Simulation and Modeling - page 389

We apply subject teaching method in the information technology course with circum
fusing the teaching subject and the ultimate objective is to realize recognition between
the teachers and students to this subject.
Firstly, the teacher “proposes subject”. This is the most essential step in subject
teaching method. The quality of the subject proposed immediately influences the en-
thusiastic of students participating in following steps and the course content pro-
gressing and the teaching schedule. The subject cannot be oversized or too small, and
also cannot be too difficult or too simple. The subject teaching method requests the
teacher to establish the special subject according to the teaching goal and the students'
actual situation and then arrange the subject to the student before attending class. We
will introduce the point need to pay attention to about proposing subject in the infor-
mation technology course in the third part.
Secondly, it is the foundation that the student “prepares material”. The students can
only use teaching material, tutorial book, Internet such tools and so on before the class
according to the subject proposed by the teacher, and try their best to collect content
related to the subject, and then they can build the foundation for the future “thinking”,
“discussion”, “activity”, “induction” as well as the “intercommunion” with the teacher.
Simultaneously it doesn't need to prepare all the material related to the subject in the
material preparation step. It needs pertinence and selection. And this requests the stu-
dent to read the teaching material under the subject arranged by the teacher and take the
teaching material as the original version and determinate the subject's emphasis ac-
cording to the teaching material and reduce the scope of materials target-oriented and
discard the dross and select the essential and choose the subject most related and closed
to content. This step is also actually the process of student self-ponder and the
self-study.
After finishing above two steps, the subject teaching method really starts. The
teacher must adopt “intercommunion”, “teaching”, “instruction”, “method providing”,
“organization”, “participating discussion” and the “appraisal” such concrete method
and so on to guide the student to carry on “thinking”, “doubting”, “reading”, ”group-
ing”, “discussing”, “campaigning” and “inducting”. The concrete process is as follows:
the teacher must carry on the preliminary exchange with the students after proposing
the subject of the course. This kind of exchange both includes the overall introduction
to the subject and includes the entire design of the whole class. The design must let the
student clearly know the direction of following class but not how to do specifically step
by step. The goal is to let the students think how to go out their own new step in the big
frame designed by the teachers and raise the students' ability of independent thinking
and design. Certainly this kind of exchange will probably assist corresponding teach-
ing, and make the subject's stress embodiment with opposite traditional teaching. The
students will have certain doubts about the former exchange and teaching more or less.
The doubts with regard to the subject's content, the material preparation and carrying
on following study are so-called questions and this is the beginning of alternation
between students and teachers. When the students have questions, the teacher can use
many kinds of ways to instruct and guide the students to return to the topic with
questions and read with pertinence. In this process the teachers have many methods to
provide. According to teachers' instruction, the students group according to whether or