Mission-driven Teaching In Vocational It Course

With the approaching of information era, the deepening of education reforms, our government has decided to spend five to ten years in popularizing Information Technology education in Primary and Secondary Schools (including Vocational Schools). Setting up IT course is the main form and now more and more Vocational schools are offering the course. Under this background, the current research of ITE, especially of the IT course classroom instructions can hardly satisfy the practical need.How to cultivate students' information literacy through the IT course is an issue faced by all the IT course teachers and researchers. The IT course teaching practice from home and abroad has proved that the task-driven approach is the most suitable method for the IT course teaching. The present research of the instructional model has summarized the known research fruits, practical experiences and the unsolved problems in practical classroom instructions by means of such educational research methods as experiment literature concordance, investigation, interview and so on. This study has systematically explored the method of task-driven classroom instructions of IT course in Vocational Schools.Part one elaborates the research background, present condition, significance, and methodology and points out the major significances of the present research as follows; furthering the ITE research, making up for the lack of IT course classroom instructional research in Vocational Schools, summarizing known practical experiences of classroom instructions, providing references for optimizing task-driven classroom instructional model.Part two elaborates the definition and characteristics of the classroom instructional model of IT course in Vocational Schools and brings in the method of task-driven classroom instructions by deep understanding and correctly locating the IT course of Vocational Schools, introducing and exploring the definition ofinstructional models.Part three discusses task-driven approach in general and outlines the theoretical frame and practical foundation. This part has emphasized the understanding about task-driven approach, the characteristics and the instructional flow of task-driven approach.Part four introduces the experiment, including the organization, design, operation, and result analysis of the experiment, and explores the application of the task-driven classroom instructions in the actual classroom instructional practice in selected Vocational Schools. Based on this foundation, the thesis designs the method of more tasks-driven classroom instructions.Part five reflects on the results of the experiment, introduces and analyses the major problems existing in the current teaching practice by using the task-driven approach, provides some suggestions on how to optimize the task-driven classroom instructions.Part six summarizes the present research.