Practical Research On Situational Experiential Teaching In Information Technology Curriculum In Senior Middle School

This paper is the practice of research about using situational experiential education in the high school information technology curriculum, the full text is divided into five parts:The first part is based on the current teaching background, the author proposes that situational experiential education which can enhance students’ information literacy is an ideal teaching model, on the basis of comparing domestic and foreign achievements, summarizing its domestic and foreign research status, theoretical analyzing the theory and practical significance.The second part is mainly through literature review, from the related concepts, analyzing the definition of situational experiential education,which has the meaning of that teachers design a certain situation to start teaching, letting students experience, feel, absorb, ultimately emotional sublimation. Its theoretical basis mainly consists of constructivist teaching theory, modern teaching theory.The third part is the importance of theory. First, the author through interviews with teachers summarizes the problems and reasons of currently teaching. Next, from two perspectives including student questionnaire and the fitness of information technology curriculum and situational experiential education analyzes that the necessity of it. Finally, the author efforts to design the model, which including specific characteristics, design principles and specific implementation steps.The fourth part is the importance of practice. The author designs and implements specific teaching cases which based on her own model. Then she analyzes a case specifically in accordance with the implementation and summarizes several typical forms of it, which describes in the specific case as an example. Finally, analyzes that the specific effects of this teaching mode by implementing the effect of satisfaction surveys and student interviews, which include stimulating student interest, getting students’ love generally, cultivating learning habits, improving relevant capabilities.The fifth part is the conclusion, in building situational experiential teaching mode for the innovation and proving it is effective, pointing out the lack of research.