The Practice Of Generative Teaching In Senior High School Instruction For IT In Task-driven Teaching Mode

With the continuous advancement of the new curriculum reform, in keeping with the concept, generative teaching is becoming accepted and respected by more and more schools and teachers. Universally offered in primary and middle schools, IT courses shoulder an important mission to improve students’ information literacy. Due to no academic pressures and the special of IT teaching content and environment, it helps give full play of the initiative and creativity of students to carry out generative instruction courses on information technology and to pay attention to dynamically generative resources in classroom teaching. Task-driven teaching is a teaching method that IT teachers like to use very much in teaching, so study the generative teaching in IT courses under this mode is sure to be a practical issue of some significance.This study is carried out with method such as literature research method, classroom observation method, comparing experimental research method, questionnaire survey and so on. First through literature analysis and observation and records of the generated problems from students and teachers in the first round of teaching in the NO.1 Senior High School affiliated to CCNU, analyzes the principle of generative teaching on the base of actual classroom teaching and puts forward strategies to promote generation. In the second round teaching choses two classes as the subject through the pre-test to carry out a practice of generative teaching. The study concludes that generative teaching in the task-driven teaching mode is more conducive to improving students’ interest, attitude and self-confidence in learning IT, the students’ works are more creative and artful. This thesis contains the following five chapters:The first chapter is the introduction of the significance and background of this research, including causes of the issues, the current research status abroad and at home, the contents, methods of this research and so on.The second chapter mainly elaborates the theories related, including the concept of generative teaching, theoretical foundation, mission-driven concepts and the concept of generative teaching under the task-driven teaching mode.The third chapter analyzes the principles of generative teaching and proposes strategies to improve senior high school IT generative teaching based on a comprehensive understanding the concept of generative teaching, and the status of senior high school IT lessons.The forth chapter is the elaboration of the contrast instruction experiment in this study. First choose the experimental class and the control class through questionnaires. After a four-week teaching, take a posttest, and finally compare the teaching effectiveness of the experimental class and the control class through analysis of the questionnaires and students’ work.The last chapter is the summary, reflection and prospect of this research. This section introduces the results of this research, discusses the limitations and put forward prospects for the future research work.