Research On Hierarchical Teaching Of The High School Information Technology Based On Micro-Courses

With the improvement of social requirements for citizen's information literacy,information technology courses are receiving more and more attention.Faced with the differences in students' information technology capabilities and the limitations of the class teaching system,the hierarchical teaching takes the students' learning ability as the starting point,and carries out different teaching to achieve teaching in accordance with their aptitude.In the computer teaching based on practical operation,students can only complete the task through coherent operation steps.However,in the teaching of information technology,students often have steps to forget and can't keep up with the teacher's steps.In the traditional hierarchical teaching,teachers face so many students,it is difficult to achieve one-to-one guidance.Therefore,this study proposes the combination of micro-courses and hierarchical teaching.Teachers conduct hierarchical teaching.Students are encouraged to use micro-courses to practice independently during the practice phase.Teachers pay attention to students' operation,solve problems that students cannot solve,and achieve high efficiency personalized guidance.This study explores the application of this teaching method in information technology courses.Through literature review,we can find that micro-courses are widely used in subject teaching,but there are not many applied researches on the combination of micro-courses and hierarchical teaching,and there are fewer applications of such teaching methods in information technology.This research was carried out under the guidance of the proximal development zone theory,mastery learning theory and cognitive load theory.The proximal development zone theory focuses on the student's proximal development zone.Teaching should provide difficult content to promote student learning.This theory can guide the design of all aspects of hierarchical teaching.Mastery learning theory holds that with enough time and teaching support,most students can master knowledge.Micro-courses can make students have enough time to study repeatedly,which is consistent with the theory.Cognitive load theory emphasizes that teaching should reduce students' external cognitive load and improve related cognitive load,which can guide the design and development of micro-courses resources in this study.Based on ADDIE model,a hierarchical teaching flow chart of high school information technology based on micro-lesson is constructed and practical research based on flow chart is carried out.the existing practice research only stays in the data analysis,and does not analyze the hierarchical teaching process based on the micro-class.Therefore,this study introduces the classroom observation analysis method based on the data analysis.In the early stage of the experiment,the design self-efficacy questionnaire was used to analyze the learners,and the classification analysis method was used to analyze the teaching materials.In the middle of the experiment,comparative experiments were carried out in the two classes with no significant difference in the pre-test results.The experimental class used hierarchical teaching based on micro-courses,and the control class used traditional hierarchical teaching.In the later stage of the experiment,the data analysis using statistical analysis method,questionnaire survey method and classroom observation method.Based on the comprehensive analysis of the data,the following conclusions are drawn: From the post-test data analysis,we can find the application of micro-courses in hierarchical teaching,which can achieve better teaching results.From the students' attitudes towards the application of micro-courses in hierarchical teaching,it can be found that micro-courses are conducive to cultivating self-learning ability and building self-confidence.From the S-T analysis chart,we can find that the micro-course can help the teachers to carry out hierarchical teaching in an orderly manner,and the teachers and students form a benign interaction.