Research On Classroom Teaching Strategies Of Junior Middle School Information Technology To Promote Deep Learning

The subject of information technology is a rapidly growing discipline,which helps students to increase the knowledge of information technology,trains every primary and secondary school student to have certain information literacy and information processing ability,and pays more attention to improving students’operational ability.In the traditional information technology classroom of junior high school,without the pressure of examination,students are more inclined to repeat and memorize knowledge and finish the homework by imitating the content demonstrated by teachers.This does not take advantage of students’ long-term development,and will make it difficult for students to actively understand knowledge and improve their innovation ability in a long time.Therefore,how information technology teachers help students develop interest in subject learning through classroom teaching,help students achieve learning objectives and develop students’ thinking ability is an important entry point to realize students’ deep learning.This paper aims to investigate the status quo ofjunior high school students’deep learning and the situation of information technology classroom,combine the existing theoretical basis and research results,analyze the survey results,and conduct practical research on teaching strategies to promote deep learning.This paper is divided into five chapters by literature research,questionnaire survey,interview,classroom observation and action research.The first chapter is the introduction,which mainly introduces the background,purpose and significance of the research,research status at home and abroad,research content and research methods.The second chapter is the theoretical basis.Through reading a large number of literatures,it sorts out and defines the concepts related to shallow learning and deep learning,and analyzes the characteristics of deep learning and the research on teaching strategies.The third chapter is on the basis of theoretical research,the design of the current situation of junior high school students information technology classroom deep learning of the questionnaire,and a line of teacher interview outline,hope to be able to understand the deep learning in junior middle school information technology teachers in the classroom use situation and the status quo of the students deep learning ability,analyze and understand the factors hindering the research on the deep learning ability.The survey found that students’intrinsic motivation for information technology learning is not high,their innovation level needs to be improved,their learning autonomy is poor,and their game thinking is serious.Combined with teacher interviews,it is found that factors such as teacher classroom design,teachers’understanding of deep learning and teaching strategies to promote students’ learning will affect students’ deep learning to some extent,and factors that hinder junior middle school information technology subject deep learning are summarized.In chapter 4,teaching strategies are added into classroom practice research.Based on the teaching strategies to promote deep learning and combined with the preliminary design of classroom teaching design based on existing research,teaching strategies are applied to the selected teaching content,and then the teaching design is applied to the actual teaching class for classroom observation and analysis of the effect of practice.The fifth chapter is the summary and prospect,through the classroom practice research,further elaborated the research result,and proposed this research insufficiency and the future prospect.