Task-driven Action Research Applied To High School Information Technology Procedural Knowledge Teaching

According to the information technology curriculum standard,information technology is a basic course to help students develop computational thinking and improve digital learning and innovation ability.This requires students to have a strong ability to transfer knowledge and skills,and to be able to transfer the information technology knowledge and skills learned by analogy to the acquisition and application of new information technology.Therefore,for teachers,there is a need for a certain change in teaching methods.In teaching practice,the author finds a problems in task-driven teaching:students' ability to transfer and apply procedural knowledge is not strong.The author finds that the reasons for this phenomenon are as follows:First,students' enthusiasm for learning information technology knowledge is not intense.Secondly,teachers do not consciously classify knowledge into different types.Thirdly,the way of task-driven teaching is not well understood.In the process of "task-driven"teaching,teacher's attention is only paid to the design of tasks,but not paid to the teaching situation,which does not stimulate the initiative of students to learn.As a result,students will only complete tasks mechanically.Fourthly,schools provide less learning resources for students.Fifth,the way of evaluating students is too single,and the evaluation and feedback are not timely enough.Task-driven method,as the simplest and easiest teaching method of procedural knowledge teaching,has been widely used in various disciplines.This research aims at the above-mentioned problems in task-driven teaching,and carries out relevant practice in schools.Using the action research method,and cooperating with learning resources such as learner's guide and learning video,this paper improves on the basis of the previous round of experiments.After three rounds of experiments,it synthesizes the feedback of students' achievements and works,and preliminarily shows that the above problems have been solved initially after the end of the study.After the experiment.Through comprehensive student achievement and questionnaire survey.It shows that the task-driven teaching process designed by the author can effectively improve the above problems,and is favorable for the transfer and application of students' procedural knowledge.Therefore,the results of this study can provide a reference for front-line teachers of information technology courses to use task-driven teaching method to carry out teaching.