The Usage Of Task-driven Information Technology Teaching Method In Information Technology Teaching Class

Information technology course is a highly practical course combining knowledge and skills in one. The technology updates very fast and the development of the times requires students to master both the theoretical knowledge, but also master the practical skills, the traditional teaching model would seem powerless to change things. The task-driven teaching with the guidance of constructivist theory is a kind of active method that the students learn actively at the same time the teachers guide them, which breaks the traditional teaching methods focusing on a gradual learning and accumulation of old routines and no longer makes the students learn the teaching content from the easy to the difficult, but teaching tasks are completed through the method of finishing the task one by one as a driver to carry out teaching.This study used the experimental study, questionnaires, and statistical methods. And teaching practice for task-driven research was done in high school information technology class in a remote area of Inner Mongolia. After pre-test the author selected two high school classes of grade one in my unit as the experimental classe and the control classe. According to the actual situation of the shool I conducted the quasi-experimental study with the guidance of "high school curriculum standards of information technology" and learning theory. I better controled the various relevant factors taken into account in order to gain better real and effective data, and I analyzed the data from the angle of statistics and science to draw conclusions.Task-driven information technology teaching method has a very good foundation in high school information technology teaching, but because teachers in remote areas the teachers teaching information technology understood the surface of the task-driven teaching methods mostly before, leading to an unsatisfied effect of information technology teaching class . After the author summed up the experiences related to teaching experiment, the class effect was greatly improved, indicating the task-driven information technology teaching method is feasible and necessary in high school information technology teaching class in remote areas.