Research On Information Technology Education With Project-based Learning

A new research focus of the theory and practice on information technology education in China has come into being with the promulgation of the document of the Announce about Popularizing Information Technology Education in Elementary and Middle School, the Guide Compendium of the Course of Information Technology in Elementary and Middle School (try out), the Compendium of Curriculum Reformation of Basic Education (try out), the Standards of the Course of Information Technology in senior high school(information technology part), and then has greatly promoted the development of IT education of our country.Information literacy is becoming an indispensable portion of the citizen's literacy in information society with the development of social informatization day by day. IT education has already transcended simplex training period of computer technology and developed into information literacy education fitting in with the demands for talent in information society. By lack of profound comprehension of IT course's fundamental philosophy, there are the concepts of computer education in some schools' teaching of IT; there is no substantive transition on the goal, content and method. To change this kind of actuality, the new-style teaching mode of IT course must be explored. The model of Project-based Learning (PBL) is regarded as an effective one. So, this thesis has selected and researched the mode of PBL, and has explored from two aspects of theory and practice.The introduction of the thesis analyzes the current status of Chinese IT Education in Elementary and Middle School, the main problem existing in the teaching of IT course, the characteristics of IT course in Elementary and Middle School and the necessity to constructing new-style teaching mode of IT course. To promote student's information literacy, what we should try to explore is how to improve the teaching quality of IT course. At present one of the main goals in thereform of IT teaching is to change the traditional teaching mode of regarding teacher as the center and construct the new-type teaching mode that can give play to the teacher's leading role and can fully reflect student's cognitive subject function as well.Second part introduces PBL's connotation, arisen background and meaning, constitutional key element, essential feature and theoretical foundation. PBL is a new style Inquiry Learning model that regards studying and researching the concept and principle of discipline as the center, regards making the works and showing the works to others as the object, carries out the exploring activity through many kinds of resources in the true world, and solve a series of interrelated problems in a certain period. PBL is formed mainly by content, activity, condition, and result four major key elements. PBL has such main characteristics as true and concrete scene of learning, synthesized and open learning content, various and collaborative learning ways, combining independent learning with collaborative learning, many aspects and distinctive harvest, continual and various styles evaluation to students. The theoretical foundations of PBL have mainly constructivism learning theory, Deavy's pragmatism education theory and Gardner's theory of Multiple Intelligence.Third part discusses firstly six basic steps when bringing the mode of PBL into effect in IT teaching: select a project, make a plan, explore necessary information, make works, exhibit the works, and evaluate the activity. Then the part designed an IT teaching case of regarding environment protection as topic with PBL. In the end the part discusses the advantages when adopting PBL in IT teaching: improve the ability to solve problems, promote information literacy, offer the experience of studying, change students' learning style, excite students' learning interest, train students' social adaptability, help curriculum to integrate, and so on.Finally, this thesis discusses briefly several questions that should be paid attention to when putting PBL in practice: choosing of the project, teacher's function in PBL, t...