A Study On Classroom Teaching Design Of Information Technology In Junior Middle School

IT course is the main way to train information literacy of students. To use information technology to solve practical problems, to make the screening and evaluation of higher-order thinking skills and information security, information rights and other information on cultural awareness is essential in the 21st century. These information literacy is the focus of teaching. Flipped classroom as an effective training to achieve these goals provide a practical new ideas, and the "micro-lesson" and "online platform" came into being but also for the implementation of the application has laid a solid flipped classroom technology base. In this paper, in order to "flip the classroom" as the basic framework for teaching, Social Constructivism as a theoretical basis, in-depth analysis of the characteristics of learners and IT disciplines, based on the principles of the classroom interaction, interactive strategy launched designed to guide information to promote effective teaching practice and student learning. Specifically, this study contains six chapters and and content:Specifically, in view of the current teaching of high school information technology "inefficient explanation and the shallow study to explore" and "a snub to differences between students and coping strategies of inefficient", etc, the author puts forward the five principles of classroom interaction:the real problem, situation, democratic consultation, learning support, display, reflection. On the basis of the creation of the five main points in classroom interaction: the formative test, unriddling, situational tasks, display, learning reflection. In order to support the classroom interaction smoothly, the autbor introduces the commonly used strategies and application examples of interactive class:collaborative learning strategies, building strategies of learning support, display strategies, reflection strategies. In order to verify the practicability of the above design, the author in a middle school students of 5 class as the object of teaching practice, expands teaching practice. A series of research and practice show that flipped classroom interactive classroom learning design based on the promotion of student learning has the potential advantage to the depth learning; the design and implementation of interactive learning strategies conducive to improving the effectiveness and productivity of classroom activities; while also flipping the classroom In varying degrees, help students autonomy, participation, shared awareness raising. But may be due to the limited practice time is short, and their own experience, higher-order thinking skills students viewpoints, skills, work and other performance did not significantly increase, which makes the effect of classroom teaching interaction design practices need to be further verified.