An Investigation Of Application Of Task-driving Teaching Method In Information Technology Curriculum Teaching In High-school

Information Technology, as a freshly-born school course, is fresh in its content, notion and still ways of class instructions. Traditional class instructions are faced with some problems and perplexities. That is because interactive communication in class is not done well and teachers merely inculcate their students with knowledge and in turn students accept it in a passive way. A new reform is carried out that students ought to take the initiative in their school course while teachers play a role of advice, direction and bridging. This paper presents with a task-driving teaching method. In this method, traditional instructions are altered and students are fostered in acquiring, Processing and integrating in formation and in creation, self-teach, cooperation, sense of independence and integration of theory with Practice. That is, students in class play a more important role and become the center.Here we are to put into practice the task-driving teaching method in IT Course. Firstly, this paper is presented with the method's definition, connotation and features. It also gives a view of the model of class program based on task-driving teaching method. By practicing in IT course, we hold the opinion that this method helps waken students interest in IT Course and highlight students' major role in class. Meanwhile, it provides students with vast space for the improvement of such comprehensive learning skills as information achievement, information process and information optimization. Secondly, class instruction program for practice falls into the following aspects, including analysis of teaching aim, students' status quo and tasks in class, the teach effect in class, and designs of self-study, the environment of cooperation study and study effect. It is proved that, in the task-driving teaching method, teachers are capable of wakening and maintaining students' interest and motives in the school course. With designated problems, students will really melt into teachers' task and lay an ever-advancing base for computers' knowledge and skills. The profound implications of the method just lie in the exploitation of students' potentialities of information processing, creation and self-teach which benefit students lifelong.