Project-based Learning Design And Practice Research Of Middle School Information Technology Courses From The Perspective Of Subject Core Qualities

With the rapid development of society,autonomous learning has become an important quality of this era.Under the background,the concept of “core qualities” has been put forward to become a general research interest in different countries.In 2016,China published the research findings on the development of core qualities among Chinese students,which pointed out that core qualities have been essential qualities and critical abilities of students to get adapted to lifelong development and social development.In 2018,Following the formal publication of the curriculum standards for regular senior high schools(2017 version),the development of core qualities is reflected in different subjects,making education committed to core qualities development an irresistible trend.It has become an inevitable trend to cultivate the education of students' core literacy.However,in middle schools,information technology classroom still features the teaching model that teachers lecture and students practice.The boring classroom teaching can hardly effectively develop students' subject core qualities.Currently,how to teach information technology courses from the perspective of subject core qualities development has been a huge challenge facing teachers.In this research,the middle school information technology course project-based learning design and practice research are carried out.The focus is on exploring the middle school information technology course project-based learning design from the perspective of subject core qualities,and verifying the design through teaching practice.It is hoped that a referential thinking can be provided for teachers on how to develop students' subject core qualities.To start with,this paper makes use of the literature research method to systematically summarize the research status of project-based learning and subject core qualities,and the two key concepts,“project-based learning” and “subject core qualities”,are defined,and the theoretical bases,including the theory of pragmatism,theory of situated learning and theory of constructivism learning,are expounded.Second,proceeding from the subject core qualities,and based on subjects,this paper adopts the new curriculums standards as the framework to guide the project-based learning design.After that,the theoretical bases and basic content of project-based learning are combined to propose the design principles for project-based learning,including the principle of student subjectivity,principle of curriculum guidance,and principle of authenticity.According to the practical,developmental and comprehensive characteristics of the middle school information technology courses as well as to the development goals of subject core qualities and existing project-based learning models,the framework for project-based learning design is built for middle school information technology from the perspective of subject core qualities.This framework consists of four modules,including project design,project implementation,project assessment and project reflection.Among them,project design stage is made up of project theme selection,design motivation and reserve of teaching knowledge;project implementation comprises of four stages,namely project selection,plan formulation,activity exploration and work creation;project assessment includes the achievement display and project assessment;project reflection is divided into two stages,chiefly reflection on project achievements and on project-based teaching.The research framework elaborates on activities of teachers and students at different stages.According to the project-based learning design,students are at a subjective position,and teachers function as a guide who provide supervision for students to finish the project.In accordance with the project-based learning design framework proposed by this paper,the teaching case is designed with “Kaifeng Advertising Video Making” as the theme of project-based learning.Students in two classes of Grade 7 in H Middle School,Henan Province are adopted as the research objects to experimental teaching.The experimental class follows the project-based learning designed according to the middle school information technology course project-based learning design framework from the perspective of subject core qualities.The contrast class maintains the traditional teaching model.Through comparison of the experimental data,the following conclusion is reached,that is,the middle school information technology classroom teaching designed by the project-based learning framework and from the perspective of subject core qualities achieves favorable teaching effects.Students' learning enthusiasm and initiative are obviously improved,which can benefit students' development of subject core qualities.In response to the experimental results,suggestions are made.In the implementation process,teachers should ensure the teaching process to be in consistence with the regional and economic factors,and the students' learning characteristics,clarify the teaching goal to be development of students' subject core qualities and effectively guide students to develop core qualities.In accordance with the project-based learning design framework proposed by this paper,the teaching case is designed with “Kaifeng Advertising Video Making” as the theme of project-based learning.Students in two classes of Grade 7 in H Middle School,Henan Province are adopted as the research objects to experimental teaching.The experimental class follows the project-based learning designed according to the middle school information technology course project-based learning design framework from the perspective of subject core qualities.The contrast class maintains the traditional teaching model.Through comparison of the experimental data,the following conclusion is reached,that is,the middle school information technology classroom teaching designed by the project-based learning framework and from the perspective of subject core qualities achieves favorable teaching effects.Students' learning enthusiasm and initiative are obviously improved,which can benefit students' development of subject core qualities.In response to the experimental results,suggestions are made.In the implementation process,teachers should ensure the teaching process to be in consistence with the regional and economic factors,and the students' learning characteristics,clarify the teaching goal to be development of students' subject core qualities and effectively guide students to develop core qualities.