Study On The Self-directed Learning Of Information Technology In Middle School Students

This study mainly uses case study methods to teach students through different teaching methods in the seventh-grade class of a public high school in Xiacheng District,Hangzhou,Zhejiang Province.The students were asked to conduct questionnaire surveys and analyzed from the data obtained.The purpose of this study is to explore the impact of task-driven pedagogy on self-directed information technology for middle school students.This study attempts to explore whether the implementation of task-driven pedagogy can improve students' self-directed learning propensity from the perspective of ability and try to explore the self-influence of students.The factors that lead to the tendency of learning,so as to provide suggestions for the development of student self-directed learning in information technology courses.The first part is the introduction.The research background,meaning,purpose and main research methods were described.The second part is the literature review and theoretical basis.On the basis of reading the current situation at home and abroad and related theories,it mainly revolves around the domestic and foreign status of self-directed learning.The relevant theoretical basis includes constructivist learning theory,humanistic learning theory,achievement motivation theory,learning motivation theory,and The core concepts are defined in several aspects.The third part is the experimental design of self-directed learning of middle school students in information technology.According to the characteristics of task-driven teaching and information technology courses,the teaching design is designed to cultivate students' self-directed learning tendencies.It is applied to practical teaching during the lectures to students of the experimental group.A two-month teaching intervention was carried out.The students in the experimental group were compared before and after,and the difference data between the experimental group and the control group were collected,and a certain amount of teaching reflection was performed.The fourth part analyzes and compares the data of experimental group and control group before and after the experiment,and explores the influence of task-driven teaching method on self-directed learning of middle school students in information technology.From the experimental group before and after the measurement differences,the control group before and after the measurement differences,the experimental group and the control group before and after the test differences,the experimental data analysis,the survey found that the task-driven teaching method has a strong self-directed learning tendencies,experimental group and control There are significant differences in the three dimensions of love learning,negative learning,and open learning.The final part is conclusion.This section summarizes the main points,achievements,existing problems,and research deficiencies of this study.At the same time,it puts forward suggestions for cultivating students' self-directed learning in the middle school information technology curriculum.