Research On The Instructional Design And Practice Of Project-based Learning In The Course Of "Information Technology" In Junior High School

The past decade has seen the most rapid social change since the era of the knowledge-based economy,and information technology has profoundly affected our world,especially education.People are deeply aware that only a learner-centered education that cultivates students' comprehensive ability in various aspects and continuously improves their information literacy can meet the challenges of the complex and changing world and future life.At present,the teaching of information technology courses is more carried out by the traditional teaching method of "teacher's instruction and students' passive reception".It is conceivable that the trained people will not be able to adapt to the needs of social changes by cultivating tomorrow's talents with today's knowledge and education.More and more front-line teachers are exploring and researching new teaching modes to promote the reform of information technology classroom teaching.Project-based learning is a new talent training model with great effectiveness and promotion value,but it becomes an important practical classroom teaching model when it is applied to the teaching of information technology courses in junior middle school.The project-based learning "takes the project as the main line,the teacher as the guide,the student as the main body",has the very strong synthesis,the practice,the openness and the autonomy,has reflected the learner as the center idea well.The author has carried on the practice and the discussion in this aspect,has further perfected the project teaching system,has put forward the combination school characteristic project-based learning design standard and the practice frame.Taking the seventh grade students of a middle school in Hainan province as the research object,I applied project-based learning to the teaching of junior high school information technology curriculum,and conducted a 10-week teaching practice research in the unit of "data processing with spreadsheet".Guided by the new curriculum standard,the teacher made a detailed analysis of teaching materials,learning situation and teaching objectives and made a feasible teaching design according to the steps of project-based learning.After that,students carry out the teaching links such as project selection,team division of labor project plan formulation,project problem solving and project works exhibition,etc.,timely understand the learning situation of students by questionnaire survey and interview,and make statistical analysis of the collected data by data analysis software.It is found that project-based learning can correct students' attitude towards learning information technology,stimulate students' interest in learning,promote the mastery of relevant knowledge,improve students' abilities in knowledge application and other aspects,and comprehensively improve students' information literacy.This study is divided into six parts:The first part:introduction.This paper analyzes the research background of curriculum objectives and the current situation of information technology teaching in schools,discusses the practical purpose and significance of project education,and discusses the research contents and relevant research methods of this paper.The second part:related research foundation.The concept and characteristics of project and project-based learning are expounded.Determine the basic steps of PBL implementation,and discuss the theoretical basis of PBL for later teaching implementation lays the scientific foundation.Through literature reading,this paper analyzes the research status of PBL at home and abroad.The third part:the teaching design of information technology curriculum in junior middle school based on project-based learning.Through the analysis of teaching materials and learning situation,the selection of the project topic is determined.After the project is selected,the content taught is analyzed,the teaching objectives are defined,and then the curriculum project is designed according to the relevant requirements of the project design.The fourth part:teaching practice process.Firstly,the whole and difference of the experimental class and the control class are analyzed,and then the project teaching and the traditional teaching modes are compared,and the project teaching is carried out in detail from the preparation stage to the implementation stage and finally to the conclusion stage.The fifth part:analysis of practical effect.After the teaching practice,the collected data and process materials are analyzed.The experimental group was compared between pre-test and post-test to find out whether the students could adapt to the project teaching mode,study whether the students' attitude towards information technology changed before and after the project-based learning was used,and whether the knowledge was clearly mastered.Next,the experimental group and the control group were compared and analyzed from four aspects:classroom discipline,learning interest,knowledge level and comprehensive ability.Summarize the advantages,disadvantages and strategies of project-based learning in practice.The sixth part:summary and prospect.This paper summarizes the research results and existing problems,and looks forward to the practical research of project-based learning in junior high school information technology teaching.