Study On Strategies Of Implying Research-based Learning In Information Technology Curriculum In Junior High School

Information technology curriculum is a new course, which is vulnerable to the impact of information technology upgrading, and its development process is shorter than other courses. The information technology curriculum in Junior High School plays a key role in the process of information technology education. However, there is lack of guidance of the corresponding curriculum document, which hinders the development of the information technology curriculum in Junior High School. Recently, most of the relative researches in information technology curriculum aim to improve students’enthusiasm for study in order to change the plight of teaching. And the research-based learning which is open, comprehensive and practical, can meets the requirements mentioned before. Research-based learning emphasizes the practical ability;pays attention to the learning process and students’practice and experience; aims at cultivating students’ability to problems solving, information collecting and analyzing, and also cultivating the ability of sharing and cooperation; plays a large role for achieving the goal of the information technology curriculum in Junior High School.This paper starts researches based on the main issue:How to effectively implying research-based learning in information technology curriculum in Junior High School. The method of this study includes interview, classroom observation, and case study. The author selected7teachers and5students in2different Junior High Schools in Sichuan for interview, and observed these teachers’classroom teaching, and then analyzed the representative research-based learning cases. Combined with the characteristics of information technology curriculum and students’cognitive characteristics in junior high school, this paper proposed the strategies of implying research-based learning in information technology curriculum in Junior High School, which provided theoretical and practical reference for the further studies. The author has carried out the study as following aspects.1. Study on the necessity of implying research-based learning in information technology curriculum in Junior High School. Based on the analysis of the relative researches and the author’s investigation results, it is easy to find out that the lack of curriculum standards and curriculum objectives is calling for the combination of information technology curriculum and research-based learning in Junior High School.2. Study on the feasibility of implying research-based learning in information technology curriculum in Junior High School. The characteristics of information technology curriculum are developing, comprehensive, practical and creative, which provide the objective conditions of implying research-based learning. In addition, students’cognitive aspects, such as the ability of attention, observation, memory and creation, and teachers’strong willing in teaching enthusiasm and innovation, which provide the subjective conditions of implying research-based learning.3. Study on the operability of implying research-based learning in information technology curriculum in Junior High School. Based on the analysis of the case study, the students’cognitive development characteristics, the relevant political papers about the type of research-based learning, and the curriculum implying process, this paper proposed implying strategies of two kinds of research-based learning classes:the project (activity) design class implying strategy and subject research class implying strategy. The project (activity) design class mainly aims to solve the problem as the main target, and its main content is the information technology operational problem. In the process of teaching, the teacher can use the mode of "the guidance of teachers, the participation of students" to ensure the students to gradually build operation information technology knowledge and the network of skills. The subject research class mainly aims at the improvement of information literacy, and its main content focuses on the changes of information technology users. In the process of teaching, the teacher can use the mode of "the promotion of teachers, the initiative of students" to ensure students to consciously use information technology responsibly.