Research On The Teaching Practice Of High School Information Technology Differences Based On Hybrid Learning

With the continuous advancement of education informatization,blended learning has gradually deepened into the field of basic education.What is the current situation of blended learning in the field of basic education?This paper analysis literature and investigates the current situation of information technology teaching in Kangjie Middle School in Yuncheng City.At present,the model of information technology teaching in Kangjie Middle School is mainly the traditional teaching mode and the blended teaching mode based on information technology teaching assistant platform.The investigation results show that most of the high school students are accustomed to the blended learning,but they are not satisfied with learning resources and learning evaluation design of internal learning content based on blended learning,then through the depth interviews found that:students themselves in the way of cognitive,the learning style,the starting point of the study,the attitude of the information technology curriculum are differences,but in the actual blended teaching design,the teachers did not take into account these differences of students,they did not take into account these problems of"whether all students accept this way of learning","whether the present of learning content and the way learning resources are in line with the learning style of all students,"and"whether the learning evaluation can reflect the learning status and results of each student".In view of the above thinking,this study attempts to integrate the idea of difference teaching into blended learning,construct a blended learning model based on blended learning.The difference teaching can provide reference for the content resources in the blended learning,and the blended learning can also create the conditions for the smooth implementation of the difference teaching.Specifically,in the blended learning environment,the first to learn the style of difference as a standard for students to a group,and then on this basis,and then the specific content of the students to learn the level of knowledge as the standard,while reference to student interest,intelligence Other students will be divided into two groups.Finally,different levels of teaching will be implemented in different stages of online learning and classroom learning to improve students 'knowledge level and ability level and improve the satisfaction of students'learning process.Firstly,this paper summarizes the application status of blended learning and differential teaching in the field of basic education and the existing problems,and analyzes the necessity and feasibility of applying the difference teaching to blended learning.,And finally to determine the theoretical basis of this study and related concepts.Secondly,through the investigation and interview of teachers and students Grade 2 in high school of 2016,summarize the present situation and existing problems of information technology class.And with the guidance of reality problem,Based on the blended learning location cycle model that United States' researcher Steek and Horn proposed,and assimilate them into the idea of different teaching,design the differences Measurement,front-end analysis,difference activity design,implementation under the guidance of the blended teaching model based on blended learning.Thirdly,the study designs experimental hypothesis,questionnaire,class observation and interview outline,and then select two parallel classes,firstly implement the pre-test,including the results of the test and comprehensive quality of the survey.And then select a class for the experimental class randomly to accept the teaching in differences which is based on blended learning;another class is the contrast class,implement the routine blended teaching.Carry out the teaching experiment process in strict accordance with the quasi-experimental research method,after the same teaching plan and teaching progress,implement the synchronous post-test,the difficulty of post-test content and pre-test content are basically same.Finally,after the end of the experiment,the questionnaire was used to investigate the following six aspects:learning motivation,self-learning ability,students'cooperation consciousness,class participation,evaluation summary and reflection,academic record of two classes.Then,investigate the satisfaction degree of the experimental class with the model of different teaching based on blended learning After that,analyzes the application effect of the blended teaching model based on blended learning comprehensively to find out whether the model is more conducive to improving the students' information literacy and comprehensive quality,and finally draw the conclusion of the experiment.The main conclusions of this study are as follows:the teaching of difference learning based on blended learning has achieved good teaching effect,which can improve the students' learning motivation,autonomous learning ability,cooperation consciousness,evaluation reflection and summary ability and so on,but the effect of classroom participation is not significant.The blended teaching model based on blended learning has some universality and guidance,which can provide ideas and references for researchers who are trying to reform the traditional teaching mode of plrimary and middle schools.