Task-driven Teaching It Courses In High School Study

With the rapid development of information technology and wide application of information technology for its unprecedented rapid trend of permeate every aspect of society, changing people's original living, study and work space, so that human society into the information age.In today's wave of information technology, information technology education in the field of education has also ushered in a new development opportunities and become an important part of academic culture and education, for the current exploration and education, the focus of attention - the further implementation of quality education, training able to adapt to the information society, with sustainable development and life-long development capacity of the citizens of the community, providing an effective way. The basis for the implementation of information technology education, and key in information technology courses, so this kind of education under the new situation as an information technology teacher, how to implement the curriculum reform spirit, the implementation of quality education, a good grasp of information technology disciplines its own characteristics, to find a scientific way and effective implementation of information technology courses in pedagogy, and properly resolve "Why teach, why to study; what to teach, learning that; how to teach them how to learn; teaching how well, learning how well the" practical problems is that each information technical education workers are facing an urgent need to solve practical problems.In this paper, task-driven teaching information technology courses in high school, carried out in the application of theory and practice, a systematic study. The first part describes the research background of this topic, meaning, method, task-driven teaching methods at home and abroad research status and the status quo of China's senior information technology courses; second part defines the task-driven content and pedagogy and to examine the theoretical basis for this are set forth; third part of teaching practice with the mission-driven teaching method described implementation and strategy; fourth section to the questionnaire in the form of mission-driven teaching of the perpetrators and recipients of the investigation, and further understanding, confirmed that task-driven Approach The feasibility; fifth part of the research findings and teaching experiences analyzed and summarized.In this paper, through the experimental method, document retrieval, comparison, questionnaire survey method to mission-driven teaching information technology courses in high school, the application of a more detailed analysis and research, combined with personal experience of teaching the author of task-driven teaching The specific implementation and strategies to explore, validate the mission-driven teaching information technology courses in high school, the feasibility of the application come to the task-driven teaching can effectively improve the effect of high school teaching of information technology to stimulate student interest in learning, improve student learning efficiency and will help students information literacy, innovative spirit and practical ability to conclusions.