Teaching Practice Research Of IT Course Of Junior Middle School Based On Task-driven

Information Age enhance people’s information literacy is very necessary. As an important way to improve people’s information literacy and quality of population, information technology courses in our country has also been a large degree of attention, school IT lessons are being spreaded. Compared with other disciplines, IT courses has its own different properties and unique characteristics and we need to explore suitable teaching methods for it.After a period of research of theory and case analysis, task-based learning is very suitable for teaching information technology courses in middle school. However, due to lack of sufficient experience’s support and lack of practical research, there are many problems during the practice of task-based learning。Such as teachers do not pay attention to task design and the teaching evaluation is too simple, etc. These issues greatly affect the practices of task-driven learning and student learning results attitudes and interests, so that the task-driven learning in the teaching of information technology has been questioned.In this paper, through literature research and case studies Ⅰ first through a lot of literature to re-understanding the concept of task-based learning and its content, rationale, implementation mode; through practice observed to summary its shortcomings of the teaching process. And through the teaching practice Ⅰ conduct the experimental study to verify the results. This study was started from the aspects of improving the task design, optimizing the teaching process and improving teaching evaluation to improve teaching process. This study assumed that task-driven teaching can enhance teaching effectiveness, and enhance students’ learning attitude, learning interest and confidence compared to traditional teaching. During the practice experiments, I collect data and analyze the results. Experimental results show the improved task-driven teaching can achieve better results and prove that there are big superiorities of task-driven teaching in the teaching practice of information technology courses. However, due to problems limit the actual conditions and the author’s own limited capacity, the study also exist some problems, such as a shorter course of study author practice; the aspects of cut into the research is not enough entirety. I wish to get it perfect in the future teaching practice or research.