| On October 25,2000,China's ministry of education decided to set up compulsory courses of information technology in primary and secondary schools.Since then,information technology education in primary and secondary schools has entered a new stage of rapid development.As an important subject of information technology education,information technology curriculum plays an active role in cultivating students' good information literacy,becoming an important way to cultivate students' innovative spirit and digital learn ing ability,and playing a core role in the cultivation of talents in the information society.However,there has been no formal evaluation of information technology courses in primary and secondary schools,and some schools do not conduct any form of assessment at all,which leads to the phenomenon that information technology course teaching is generally not attached importance to,not standardized,arbitrary,formal.The lack of examination evaluation not only affects the teaching quality of information technology courses and the level of school informatization and modernization,but also affects the improvement of students' information literacy,digital learning ability and innovative thinking ability.In order to further promote the development of students' comprehensive quality and give play to the positive guiding role of examinations in teaching,the state council of China issued the implementation opinions on deepening the reform of examination and enrollment system in September 2014.In September 2016,the ministry of education further issued the guidance on further promoting the reform of the examination and enrollment system in senior high schools,pointing out that it is necessary to carry out the examination of junior high school academic level and improve the comprehensive quality evaluation of students.Accordingly,information technology was added to the evaluation of comprehensive quality of junior high schools in Beijing,Shanghai,zhejiang,shandong,shanxi and other provinces,and the information technology academic level examination of junior high schools was implemented and completed successively.Good for carrying out the state examination enrollment system reform and education informatization planning and deployment,in view of the information technology course teaching and examination evaluation of practical problems,in shaanxi province in September 2017,releasing the junior high school in Shanxi Province level exam reform implementation opinion "the measures for the implementation of junior high school information technology school level exam in shaanxi and other documents,decided to fully implement in the whole province since 2019 junior middle school information technology school level examination,to implement khalid ents fundamental tasks and basic requirements of quality education to strengthen students' information literacy and innovation ability training.This article reviewed the shaanxi junior middle school information technology school level exams from previous test,after the formal organization is carried out to test results,analysis of whole process,and further from the test on the influence of information technology teaching between teachers and students,teachers and students the difficulty in information technology teaching and teachers and students in information technology education level examination such as Suggestions for teaching reflection,puts forward the shaanxi junior middle school information technology school level exam quality improvement countermeasures.Specifically,it can be divided into three parts:The first part includes two chapters:introduction,theoretical basis and definition of related concepts.This part on the basis of analyzing the research background is proposed in this paper,the research problem,and through the social network analysis,multidimensional scaling analysis,literature analysis methods,such as the examination of academic level at home and abroad in recent years,this paper summarizes the information technology level examination in school,on this basis,this paper expounds the relevant theory and the core concepts,provide theoretical support for the follow-up research.The second part consists of four chapters:preliminary testing,organization and implementation,result analysis and teaching thinking of shaanxi junior high school information technology academic level examination.The third chapter introduces the test background,test form and design of shaanxi junior high school information technology academic level examination in detail.The fourth chapter summarizes the implementation method,organization and management of the information technology academic level examination in shaanxi junior middle school and the implementation process of the examination.The fifth chapter on the examination,the difficulty of the questions,the overall test results of the province as well as the examinee scores of the difference in a specific analysis.The sixth chapter discusses the influence of the examination on the information technology teaching of teachers and students,the difficulties in the information technology teaching of teachers and students,and the Suggestions of teachers and students on the information technology academic level examination Positive changes and deficiencies in information technology teaching in shaanxi junior high school after the implementation of information technology academic level examination.In the third part,based on the above findings,the author puts forward some countermeasures to improve the quality of information technology academic level examination in junior high school.For the examination,it is necessary to further improve the examination scheme,strengthen the examination management,improve the quality of the proposition,insist on the multi-evaluation,and establish the new examination concept.For relevant education departments,it is necessary to timely unify and update information technology teaching materials,appropriately increase information technology class hours,establish information technology teacher incentive system,etc.For teachers,we should actively participate in training,expand knowledge reserve,carry out learning situation analysis,optimize teaching effect,make teaching situation live,realize "doing middle school",try diversified teaching methods,and stimulate learning interest.For students,to standardize the attitude,serious study,strengthen training,standardized answer,mutual help,enjoy the fun of learning.At last,the research is summarized and prospected. |
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