The Practice Of Information Technology "Procedural Knowledge" Teaching In Senior Middle School

With the advancement of quality education, the teachinggoal of information technology also from simple computer technology training todevelop the students’ information literacy in the diversified and comprehensive, andour country is in the transitional period of exam-oriented education to qualityeducation development. The traditional education pattern in our country is givenpriority to with declarative knowledge teaching mode, belong to the pure form ofteaching, need practical learning education and information technology, it’s traditionaleducation model in China has brought unprecedented challenges. So in the studythrough the study on the teaching of the procedural knowledge, will be under thetraditional concept of knowledge makes knowledge and skills to effectively solve thecontradiction.This study on the mode of traditional information technology teaching, by themethods of literature collecting, case analysis, questionnaire survey method,experimental method, the procedural knowledge teaching of high school informationtechnology subject investigation research, the accurate understanding of the teachingof "procedural knowledge", to become the theoretical basis of this study. According tothe high school information technology teaching content and target, the methods ofeducation technology, set procedural knowledge teaching plan and practice, thisresearch and analysis of typical cases, including simple procedural knowledgeteaching and comprehensive operation procedural knowledge teaching. On the basisof theory and practice, this research to the high school information technology"procedural knowledge" to evaluate the teaching effect and experimental results showthe research, mainly including teaching evaluation and practice after the test resultsand analysis, attitudes of procedural knowledge teaching of high school informationtechnology, the advantages of teaching learning, teaching, and concludes that, throughthe teaching experiment study found that by using knowledge classification, procedural knowledge, professor with the corresponding teaching strategies, willeffectively enhance student learning, learning attitude, and stimulate students interestin learning information technology, realize the ability of the students, will effectivelypromote the quality of the information technology teaching.