Research On Content Design Of Information Technology Teaching Based On Learning Situation

Analysis of student learning is currently a theoretically and practically significant thing in the study of class teaching, since it is a key factor to promote pertinence of teaching design and efficiency of class teaching. Information technology is a course integrating knowledge and techniques, characterized by practicality and fast updating, which requires teachers to precisely master the conditions of students and plan the teaching that satisfies the needs of students development. By analysis of student learning, we explore in this thesis how to combine analysis of student learning into the design of information technology teaching in theoretical and practical aspects and suggest instructive and feasible methods for teaching practice.This thesis covers three parts of my research. The first part gives a theoretical base of my research by a comprehensive review of domestic and foreign researches of student learning analysis and teaching design. The second part proposes a project of designing teaching of information technology based on analysis of student learning. Analysis of student learning is carried out throughout the teaching process that consists of three stages such as pre-teaching, teaching, and post-teaching. By means of survey, observation, and homework assessment, a set of data of student conditions including acquired knowledge, life experience, learning interest, learning requirement, learning condition, and learning effect and so on are collected to be linked to expectation, generation, and revision of teaching content. The third part modifies and improves the project by observing student actions and analyzing teaching content and effect. There are two runs of action study that is involved in two high school courses, basic information technology (compulsory subject) and application of internet technology (elective subject), and forms four lesson cases. The first run of action’study discovers a few problems in methods of lesson observation and analysis of homework assessment, and further suggests improvement. The second run tries to improve the problems while discovers some other contents and methods of student learning analysis that need to be refined. In terms of both runs of action study, the contents and methods of student learning in teaching are designed and assessment phases are improved.