Research On Pre-concept Exploration And Transformation Of High School Students' Information Technology

Affected by constructivist learning theory,researchers from various countries have paid great attention to the cognition of students' minds from the 1970 s to the present,and research results on pre-concepts and conceptual changes have been endless.Before teaching,students are affected by various information channels such as daily life experience,and have their own understanding of all kinds of things in the objective world.Some of these understandings are consistent with scientific concepts,but some are far away.The same is true in information technology classrooms.Students do not enter the class with their heads empty.The preconceptions of students' existence have an important impact on teaching results.Therefore,it is very important to teach according to the pre-concepts existing in the students' minds and formulate corresponding teaching strategies.First of all,the author reads a large amount of literature,sorts out related research on constructivist learning theory,pre-concepts,and conceptual changes.And based on classroom observations and teacher interviews,preliminary knowledge points were determined.After the teacher's deliberation,it was finally decided to conduct research on the content of "Internet Organization and Management".Secondly,the author chooses a second-order multiple choice questionnaire to explore the pre-concepts in students' minds.The questionnaire has been reviewed and optimized by teachers,including the following steps: determine the scope of the test knowledge points,form an open questionnaire and test,form a general second-order questionnaire and test,form a second-order multiple-choice questionnaire,and finally compile a letter Second-order multiple choice questionnaire with guaranteed degree of validity and validity.Thirdly,the author classifies the students' pre-concepts based on the results of the second-order multiple choice questionnaire analysis.Based on the constructivist learning theory and Piaget's assimilation and adaptation mechanism,the author analyzes other people's concept change models and strategic results.In the current situation,combining previous achievements with the characteristics of actual high school students 'cognitive development and high school information technology classroom situations,a teaching strategy for high school students' information technology concept teaching aimed at concept change is proposed.Finally,the effectiveness of the concept change strategy in high schoolinformation technology concept change was verified from a practical level,and the change strategy was further summarized.