Research On Project Teaching Strategies For Problem-solving Ability Training

With the gradual popularization and deepening of information technology education,the construction of information technology course has been effectively promoted,so as to cultivate students' ability to solve practical problems to adapt to the development of the information society.So far,there are still many problems in the information technology course in our country,the biggest of which is mainly reflected in teachers' teaching.Relevant research shows that project-based learning as a new way of teaching,can effectively develop students' various thinking skills and has certain feasibility for the cultivation of problem-solving ability.In view of this,on the basis of combing and analyzing a large number of literature,this paper aims to explore the feasibility of project-based learning strategies,and attempts to take the junior middle school information technology course as an example to practice,to verify its effectiveness in cultivating students' problem-solving ability,thus to seek breakthrough for teaching this course at the same time,and to provide reference for subsequent research in project-based learning.This paper mainly focuses on project-based learning and its strategies,problem-solving and its abilitiy to conduct in-depth research,and on the basis of relevant literature research,the concept of “problem”,“problem-solving”,“problem-solving ability”,“project”,“project-based learning”,“project-based learning strategies” are defined.Through a large amount of literature review and analysis,teachers have played a very critical role in the design,operation and control of project-based learning.Therefore,the strategy path design of this paper focuses on the role of the teacher,and is mainly divided into three strategies of “problem design”,“project promotion” and “achievement evaluation” around the preparation,implementation and evaluation stages of project-based learning,and on this basis,relying on constructive learning theory,pragmatic educational theory and discovery learning theory,summarize more operable strategies and form the project-based learning strategies' framework.For the project-based learning strategies' framework designed,this paper selects the quasi-experimental research method as the main method for empirical research,four classes students of a junior middle school in Guangzhou are taken as samples,the experimental class and the control class are selected from them.In this study,project-based learning is adopted in the experimental class,with project-based learning strategies of this research;project-based learning is not adopted in the control class,with the usual traditional teaching ways and strategies.In addition,the assessment of students' problem-solving ability adopts the method of combining quantitative and qualitative evaluation.Based on the “understanding and representation”,“planning and conception”,“execution and application”,and “monitoring and feedback” in the process of problem-solving,the evaluation scale is developed,and the comprehensive analysis and evaluation are carried out by combining teachers' observation on students' classroom performance,students' achievements,students' interviews and teachers' reflection.Through a series of data collection,statistics and analysis before and after teaching in the experimental class and the control class,the results show that: project-based learning strategies have a positive effect on the cultivation of students' problem-solving ability;traditional teaching strategies have a positive effect on the cultivation of students' problem-solving ability;projectbased learning strategies are more effective than traditional teaching strategies in cultivating students' problem-solving ability.Finally,on the basis of the research conclusions,combined with the problems in the empirical process,this paper puts forward relevant suggestions to further optimize the development of project-based learning,so that the project-based learning strategies of this study can be more effectively implemented,and makes relevant research prospects on the basis of summarizing the deficiencies of the research.