Application Of Task-driven Strategies In Teaching Information Technology Courses

With the continuous development of modern society of information technology and network technology, there is a growing need to enhance information literacy of all citizens. The state and society attach great importance to IT-based education at present, and we should pay attention to education from the teenagers. Combining the characteristics of information technology education, all experts and front-line educators in this field pay close attention to the efficient teaching strategies for IT courses. And the strategies are adapted to the physical and mental development of students.There are many teaching methods studied and applied to high school IT classroom at present. And task-driven teaching has been widely concerned about and sought after. Practice has proved that this strategy can not only contribute to analytical capabilities and creativity of students, but also help to develop active learning habits. It is very suitable for teaching information technology of high school. However, because of the misunderstanding of the theory, IT teachers in my region have more or less mistakes in the process of applying this teaching strategy, resulting in lower teaching effectiveness. This paper aims to explore the proper implementation of the strategy base on seriously studying the theory of task-driven teaching strategies by the author. Then the author hopes to provide some reference for high school information technology practice teaching.In this study, the paper uses four steps to discuss how to use task-driven teaching method to promote effective IT classroom teaching from the theory and practical aspects. First, the paper cards task-driven teaching method’s concepts, characteristics, basic principles and the basis of relevant theories and so on after the early theory accumulation, having a profound understanding of the essence of task-driven teaching method. The second step, the paper analyses high school information technology curriculum from teaching contents, learners, objectives. Then the author designs specific process of implementing task-driven teaching and gives detailed description of each activity links. The third step, the author takes "know the database" as an example to completely introduce the specific implementation of task-driven strategies from the teaching objectives, learning tasks, teaching activities, evaluations and summaries and other aspects. Focus is the fourth step, the author selects two similar classes from Huanggang Foreign Language School to do the experiment of one-year comparative study, to actually test the effectiveness of task-driven teaching strategies applying to information technology teaching, then does teaching reflection and revision.