The Design And Application Of Information Technology Curriculum In High School Problem Contexts

As time goes by, higher and higher requirements have been put forward on the training ofqualified personnel, with which comes the requirements on the information technologyclassroom teaching. In class, teachers need to pay special attention to the development ofstudents’ ability to discover and solve problems, and their innovation abilities. Teachers need toplay the role of guides and make sure that their classes are student-oriented and that students areactive and innovative learners in class.This paper is based on the Constructive Learning Theory, the Situated Cognition andSituational Learning Theory and the Cognitive Dissonance Theory. It investigates and analyzesthe current teaching situations of high-school information technology courses. Based on theresearch results, this paper classifies the high-school information technology courses and putsforward with the design principles for problem situations. On this basis this paper comes upwith the design strategies for problem situations and then carries out the the research on theapplication effects of problem situations.The research results indicate that the teaching strategies that are put forward for problemsituations are practical and effective in improving students’ learning abilities and optimizingclassroom teaching and that problem-situation-based teaching is able to arouse the students’interest in inquiry learning, improve their abilities in solving problems, improve the teachingefficiency in class as well as optimize classroom teaching.This study is meaningful in that it is effective in optimizing classroom teaching andimproving students’ overall information accomplishment. Besides, it provides theoreticalguidance and methodological support in practical teaching for high-school informationtechnology teachers.