Practical Research On JiTT (Timely Teaching)of Information Technology In Senior High School Based On Mosoteach

Under the powerful strategic plan of informatization development,informatization is sweeping across large,middle and primary schools.Challenges brought to education in the age of education informationization 2.0 make educators at all levels have to re-examine the traditional "transfer-acceptance" teaching,think and explore teaching and learning methods that meet the requirements of the age of education informationization 2.0,and think about the methods,textbooks,resources,learning space,roles of teachers and students and the channels of communication between teachers and students in the whole process of integration of information technology and education.Facing the grand national information strategy development plan,and focusing on the present situation of information technology teaching in senior high school,how to break through the dilemma of obsolete textbooks,single teaching mode,single evaluation,disparity among students,lack of communication and communication between teachers and students,and students' interest in learning is much lower than that of playing computer? The contradiction between ideal and reality,which needs to be solved urgently,deserves all educators' consideration and study.The integration of information technology and curriculum is the key way to change the "transfer-acceptance" teaching mode,and it is also the breakthrough point to improve the plight of information technology teaching in senior high school.In studying the relevant materials of curriculum integration,the JiTT(Just-in-Time Teaching)teaching mode proposed by Professor Gregor Novak and others in the United States has come into my eyes and attracted the author's attention.Inspired by JiTT,the author germinated the idea of using this extracurricular integration mode of information technology and curriculum integration to improve the current situation of information technology subject teaching in senior high school.Subsequently,the author continued to read a large number of materials,combined with his own teaching experience,questionnaire survey and interviews to fully understand and summarize JiTT,the status quo of information technology teaching in senior high school,the basic situation of senior high school students and school hardware conditions.After having a thorough understanding of the teaching elements and research objects(JiTT),the author analyzed the joint point and feasibility of JiTT and information technology in senior high school,found out that Mosoteach can be the technical support of JiTT,and then constructed JiTT(timely teaching)based on Mosoteach under the guidance of achievement motivation,constructivism and mixed learning theory.Moso-JiTT for short,Moso comes from Mosoteach.After the construction of Moso-JiTT model,the author identified two classes of the same level and quality as experimental classes and control classes for quasi-experimental research in X City Y Middle School,which conducted a questionnaire survey in the previous period.A one-month teaching experiment with teaching mode as the only experimental variable was carried out.The results of the experiment were quantitatively analyzed through the post-test results.On the basis of quantitative analysis,questionnaires and interviews were conducted among the students in the experimental class.Then,combined with the teaching report of Mosoteach,the effect of the teaching experiment was qualitatively analyzed.The experimental results show that Moso-JiTT can promote students' performance,preview habits,autonomous learning ability,learning interest,cooperative learning ability,communication ability,information technology practice ability and so on.At the same time,the teaching mode can also satisfy students' learning preferences and differences,which is conducive to teachers' teaching in accordance with their aptitude and the transformation of students with learning difficulties.In addition,the AI and big data technology of Mosoteach platform can also help teachers understand students' learning behavior,supervise students' self-study process,and its experience score system helps teachers realize the process and diversification of teaching evaluation.