摘要：
With the further application of information technology in the field of education, the education informationization gradually moves from shallow application to deep integration. The promotion of education informationization makes the integration problem more complicated, so it is urgent to study and discuss how to promote the deepening of the application of information instruction in school. Based on the view of education ecology, this paper puts forward a teaching model to promote the deep integration of information technology in teaching, and to establish an information-based teaching ecological model, and also puts forward the idea to reconstruct the school teaching ecology from the concept layer, pattern layer and practice layer. At the same time, combined with the examples of middle school information teaching ecology remodeling, this paper expounds how to optimize and reform the teaching ways, organization management mode and campus culture through teaching model construction.
作者机构：
[Wu, Jianhua; Li, Xue] Cent China Normal Univ, Sch Informat Management, Wuhan 430079, Hubei, Peoples R China.;[He, Xiuling] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Hubei, Peoples R China.
会议名称：
2015 International Conference of Educational Innovation Through Technology - (EITT)
会议时间：
OCT 16-18, 2015
会议地点：
Wuhan, PEOPLES R CHINA
会议主办单位：
[Wu, Jianhua;Li, Xue] Cent China Normal Univ, Sch Informat Management, Wuhan 430079, Hubei, Peoples R China.^[He, Xiuling] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Hubei, Peoples R China.
关键词：
information literacy educational game;formative assessment;immediate feedback;assessment-driven learning;gamebased learning;computer games;educational games
摘要：
Formative assessment is able to promote learning and this could be fully used in educational game to produce better game-based learning. However what kind of feedback is effective in an information literacy educational game, and how formative assessments should be carried out, these problems need specific study. In the information literacy educational game Wisdom Town, a series of formative assessment are arranged to inspect game-based learning effects, at the same time, to drive the development of story and learning. It turns out that immediate feedback in this game is very helpful for students to learn knowledge about full-text journal databases. It is confirmed that formative assessment is able to promote learning in information literacy educational game, and multiple immediate feedback provides students opportunities to understand and apply knowledge.
