| Education issues have always been a topic of global concern.Since the Organization for Economic Co-operation and Development(OECD)launched the research project on "Definition and Selection of Literacy:Theory and Conceptual Basis"in 1997,key competency has gradually become a research hotspot in the world.The problem has aroused widespread concern from scholars at home and abroad.Although the definition is different,in general,key competency refers to the upgrading of people’s quality education,comprehensive development,and comprehensive literacy.It is a combination and transcendence of knowledge,ability,and attitude.Therefore,the education circles at home and abroad have already As the basis of curriculum refom,key competency aims to develop effective action research with the aim of cultivating students’ key literacy,and provide a basis for the revision of curriculum plans and curriculum standards.China’s research on key competency started late.In 2016,the overall framework of "Chinese Students Developing Key Competency" was officially released in Beijing,which led to a research and curriculum reform boom in China to cultivate students’key competency.The concept of Key Competency of Discipline is gradually developed and clarified along with extensive research on key competency.The key competency of discipline is the process by which people acquire knowledge,abilities,emotions,attitudes,values,thinking,and behavioral patterns in teaching practice activities related to subject knowledge.At present,the subject curriculum is still the main form of school teaching in our country,and it is a crucial part in the process of achieving educational goals.Therefore,the relationship between key competency and subject curriculum is still very close,how to guide through the curriculum implementation process.It is especially important to cultivate the key competency of students.At present,China’s research on key competency of disciplines has obvious differences in subject selection.A large number of studies only use information technology as a teaching method,and combine with specific disciplines to promote the development of the discipline,and thus cultivating students’key competency.However,there are still some shortcomings in the research of the information technology discipline itself.It is even rarer to reform and cultivate the key competency of students’"acquisition of knowledge,ability,thinking and values" in the information technology curriculum.Furthermore,through literature research,it is found that the vast majority of research focuses on the curriculum of primary and secondary schools.Today,in the promotion of the integration of general and vocational,the research on the course of information technology is rarely involved in the research of middle and high vocational courses..Finally,in the field of vocational education,society and schools generally pay attention to students’knowledge and skills training,preparing students for social work,and lacking attention to students’ humanistic care and their cultivation.Based on the above-mentioned shortcomings in the key competency research,the author decides to start from the information technology subject curriculum,aiming at the information technology subject literacy as the goal,design the secondary vocational information technology teaching activities,and observe whether students’key competency has improved,in order to provide theoretical assistance for the key competency development of the information technology discipline in the secondary vocational school.Based on the key competency concept,this study uses inquiry-based learning theory,cooperative education theory,and independent learning theory as the theoretical guidance to design a semester of secondary vocational information technology teaching activities,and apply it to practice.The paper mainly includes the following six parts:The first chapter mainly explains the research background,research questions and research implications,analyzes the key competency and the key competency of discipline at home and abroad,and designs the research ideas of this research based on the shortcomings of the existing research.At the same time,the research content and method of this research are explained.The second chapter mainly defines the relevant core concepts of this research,and explains in detail the definition and mode of inquiry learning theory,cooperative education theory and autonomous learning theory and its relationship with the research and development of secondary vocational information technology.The third chapter starts from the current situation of the information technology classroom in the secondary vocational school,and then carries on the needs and value analysis of the classroom-oriented key competency reform classroom.Finally,through the questionnaire survey and interview survey,the current teaching situation and the gap between the goals are summarized.The design of the four chapters of teaching activities provides a realistic basis.In the fourth chapter,based on the current situation of information technology classrooms in secondary vocational schools,according to the characteristics of secondary vocational students and teaching objectives,the design of teaching activities of this research is proposed,and the implementation basis and significance of each link in the program are analyzed in detail.The fifth chapter is based on the teaching activities of the fourth chapter.The two teaching cases,through classroom observation,pre-and post-experimental methods,compare the classroom effects of the experimental class and the control class,and draw conclusions,with a view to the future.Provide reference for the design of information technology classroom teaching activities in secondary vocational schools.The sixth chapter summarizes the research,reflects on the problems in the teaching implementation process and the teaching results,and looks forward to the future application of the key competency of information technology disciplines in the classroom. |
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