The Application Of Knowledge Classification Theory In The Information Technology Education Of Senior High School

The fundamental purpose of information technology education in high school is to improve students'information literacy. The essence of information literacy is a basic ability required by people in the global information age. It is a relatively abstract concept. How to implement students'information literacy is the core issue which is concerned by information technology educators. Modern cognitive psychologies consider that the cause of the difference of student ability is mainly due to difference in individual knowledge. Therefore, from the perspective of knowledge classification, to study how to combine learning information technology knowledge with cultivating student's ability and how to cultivate and improve their information literacy by acquiring knowledge, is an exploration information technology curricula teaching.This paper first discusses the definition of information attainment, then incorporates knowledge classification theory, and argues that the formation and development of information attainment is the outcome of the acquisition, transformation and transfer of the declarative knowledge, procedural knowledge and strategic knowledge of information technology. This provides the theoretical basis for the abstract cultivation of information attainment and knowledge transmission.Through the analysis of the development of the theory of knowledge classification and, according to Anderson and other psychologists'research about results of the study, we have studied the "Information Technology" textbook which was published by Zhejiang Education Press, and we divided the knowledge into four parts, which are factual knowledge of information technology, conceptual knowledge of information technology, procedural knowledge of information technology and strategic knowledge of information technology. Simultaneously, based on knowledge-based classification, using Knowledge Classification Teaching Theory and Knowledge Category Learning Theory, we analyzed information technology curriculum teaching strategies. According to the Knowledge Classification Learning Theory, we proposed the ways and means to train student ability. According to the knowledge classification teaching theory, this paper studied information technology teaching in four parts which are teaching objectives, task analysis, teaching strategies and teaching evaluation. And it put forward the issues that must be noticed in instructional design.Then, this paper uses the knowledge classification theory as the guidance of information technology and empirical study: using the taxonomy table proposed, in the book, Taxonomy for Learning, Teaching and Assessing-A Revision of Bloom's Taxonomy of Education Objectives, edited by L.W. Anderson, It analyzes information technology, excellent teaching cases from cognitive process dimensions and knowledge dimensions. And it finds the link between Knowledge Classification theory and the teaching ideas and teaching methods infiltrated in the cases. It summarizes the advantages of using knowledge classification theories in teaching.On the basis of summing up and learning from others'experience, using Knowledge classification theory to guide information technology teaching experiment, experimental class adopted the instructional designs which is guided by knowledge classification theory. The performances are significantly enhanced. This shows that the category theory is a positive guidance in cultivating students'information literacy.According to the analysis in contrasting results of experimental class and reference class, this paper finds that results differentiates significantly in declarative knowledge and procedural knowledge and insignificantly in strategic knowledge, indicating that we need further study in how to grasp accurately strategic knowledge rules. In addition, knowledge points'classification and teaching design's operability of textbooks need further study.