Research On Multidisciplinary Knowledge Integration Strategy Oriented To Junior Middle School Information Technology Curriculum

Curriculum reform emphasizes the need to break down barriers between disciplines,strengthen interdisciplinary relations,integrate the content of various disciplines,cultivate students 'comprehensive quality,innovative ability and problem-solving ability,and promote students' comprehensive development.Multidisciplinary knowledge integration has received widespread attention,but current basic education research focuses on interdisciplinary knowledge such as biology and chemistry.This study attempts to explore multi-disciplinary knowledge integration teaching strategies for junior high school information technology courses.The main work is as follows:(1)Investigation on the teaching status of information technology courses in junior high schools.Through student questionnaire surveys and teacher interview surveys,it was found that junior high school students have certain basic knowledge and skills in information technology,but individual differences are large.Students' awareness and ability to use information technology to support learning and problem-solving needs to be cultivated.Teachers use more explanations and demonstrations in the teaching process,students can learn the corresponding knowledge and skills,and the transfer and application of knowledge and skills are insufficient.Teachers hope to learn more effective teaching methods to improve teaching quality.(2)Multi-disciplinary knowledge integration teaching strategy.Combining literature and practical teaching experience analysis and summarizing,a multi-disciplinary knowledge integration teaching strategy is proposed.Multi-disciplinary knowledge integration teaching takes multi-disciplinary knowledge as the teaching content,and the group cooperative learning in the problem situation is the main teaching activity.It carries out multiple teaching evaluations and cultivates students Use information technology to support learning and problem-solving skills,and improve students' comprehensive abilities.Select " Slide Design and Production" for teaching design,presenting in detail the teaching process of multidisciplinary knowledge integration for junior high school information technology courses.(3)Multi-disciplinary knowledge integration junior high school information technology course teaching experiment.Teaching experiments were conducted to verify the practicability and effectiveness of multidisciplinary knowledge integration strategies.The experimental junior high school information technology curriculum,which is based on the assumption of multi-disciplinary knowledge integration,has significantly improved four learning effect evaluation indicators,including student motivation,learning interest,final test scores,and group final works.After analyzing the results of one-semester teaching experiments,it was found that multi-disciplinary knowledge integration teaching can significantly improve students' internal motivation,learning interest,and group work.The results of this research show that the teaching of junior high school information technology courses with multidisciplinary knowledge integration is not limited to the improvement of academic performance,but also has a positive effect on the positive changes in learning attitudes such as internal motivation and learning interests of students,and improves students' use of information technology to learn and solve problems.Problem awareness and ability to promote students' all-round development.It shows that the multidisciplinary knowledge integration strategy for junior high school information technology courses is practical and effective,and has practical guidance significance.