Study On Effect Of Project Based Learning In Information Teachnology Education For Junior High School

With the rapid development of information technology in the world, the speed of updating knowledge is accelerating under the action of information and communication technology. A study by UNESCO shows:knowledge update cycle plummeted from 80-90 in the 18th century to 2-3 years in the 21st century. It not only gives a great impact on the traditional economy, also contributed to the rapid rise and development of Internet economy, but also to promote the transformation of the social demand for talent. In our country, information technology into the elementary education only more than ten years, the subject of education is still in the arduous exploration stage, how to improve the effect of information technology classroom teaching is a major problem of teachers will be inevitably faced.Project-based learning was introduced into our country in 2000, gradually gained the attention of educators in our country.For more than ten years, domestic theoretical study on Project-based learning in China has been mature, and teaching practice has achieved some results. However, combing through the relevant literature shows that Project-based learning in elementary education, especially in teaching of information technology subjects related to the lack of practice.During the internship period as a IT teacher,it is found that students’ enthusiasm on learning is not high. The way to improve the problem is looked for during the class teaching processes.Combined with the characteristics of the Project based Learning,the model is used to enhance students’learning motivation.In order to maximize the advantages of Project-based learning, the author consulted the relevant literature at home and abroad to understand the Project-based learning relevant theoretical basis and practical experience, combined with information technology curriculum standards to judge the necessity and feasibility of project-based learning in junior high school information technology classroom teaching.In the teaching design stage, the author designed the students’ interest questionnaire statistical to analysis student interest in learning in order to determine the project theme. At the same time, according to the requirements of the teaching syllabus, the author determine the teaching objectives, learning content, class arrangement, learning tasks and teaching tasks, teaching process.In order to verify the effectiveness of Project-based learning in the information technology teaching, the author designs a learning assessment scale, using the form of a combination of formative assessment and summative evaluation, the subject of consideration includes students themselves, members of this group, other group members and teachers. In addition, the author chose the conventional teaching mode control class for comparative analysis.The author chose four classes eight-grade in the First Affiliated High School of Central China Normal University to implement teaching, and collected the experimental data during the educational practice. It is draw the conclusion and verify the hypothesis through the evaluation of the statistical results of the experimental group and the control group of students in the learning process and learning performance analysis. This experiment intends to demonstrate the feasibility and effectiveness of Project-based learning in junior high school information technology teaching, and to lay a foundation for the promotion and implementation of Project-based learning in the classroom of information technology.Through statistical analysis, the following conclusions are drawn:1. Project-based learning is an effective teaching mode to improve students’ comprehensive ability.2. Project-based learning is just a part of daily teaching.3. It is necessary to explore the integration of Project-based learning and traditional teaching mode.