Practical Research On Improving The Classroom Participation Of Senior High School Students In IT Course Based On PBL

The new round of curriculum reform in China emphasizes that in the process of classroom teaching,we must give full play to the subjectivity of students,guide them to participate in the classroom actively,advocate them to take the initiative to participate,be willing to explore and work hard,to train students in a variety of comprehensive abilities.Therefore,paying attention to students' classroom participation and improving students'effective participation are of great significance to the students' personal development and even to improve the effectiveness,efficiency and effectiveness of classroom teaching.As a basic curriculum of primary and secondary schools,information technology is responsible for cultivating students' information literacy in the information age,establishing lifelong learning consciousness,using information technology to solve practical problems,and learning to communicate and cooperate.However,at present,the special status of high school information technology curriculum and the school's attention to the cultivation of students' information literacy are not enough,the effective participation of students in the traditional information technology classroom is worrying,and even some information technology classrooms completely allow students to move freely.Whether students can really participate meaningfully in the information technology classroom is worth studying and thinking about.Therefore,it is necessary for information technology teachers to change their teaching concepts appropriately and combine the more mature teaching model to promote the current information technology teaching.Through the combing of the relevant literature,the author finds that the PBL teaching model learning in high school information technology classroom application prospects are very extensive.Based on this,this study uses a combination of qualitative and quantitative research,with a key middle school in Wuhan as the research object,based on classroom observation,teacher-student interviews and questionnaires,using SPSS22.0 for data analysis,to understand students' participation in high school information technology classroom,and to analyze the relevant factors affecting classroom participation.In view of the restriction of traditional classroom teaching organization to enhance students' classroom participation,the author tries to introduce PBL teaching mode into the classroom,divides the project teaching process into three major stages:the preparatory stage,the project implementation stage and the evaluation summary,combines the actual design project teaching and puts it into practice,analyzes the effectiveness of PBL to improve the participation of high school students in the information technology classroom,and puts forward the corresponding promotion strategy.After implementing a one-semester PBL teaching practice,the results of classroom participation were compared with the control class and before and after the experiment,and the following conclusions were drawn:(1)The application of PBL teaching mode is positive and feasible to enhance the participation of high school students in the information technology classroom,and the effect is remarkable.The teaching mode greatly mobilizes students' initiative in learning,enhances students' active participation,and cultivates students' sense of accomplishment,making them more enthusiastic about the subject of information technology.(2)The PBL teaching mode has different effects on improving the three dimensions of classroom participation,namely behavior participation,cognitive participation and emotional participation.This paper combines PBL teaching mode with high school students' information technology classroom participation,tries to solve the problem of low participation of high school information technology classroom students in a more rational and effective teaching way,promotes the application of PBL teaching mode in high school information technology teaching,and has certain practical guidance significance for similar curriculum teaching.