Research On Instructional Design Of High School Information Technology Course Based On Learning Theory

John Dewey once said,"If we teach today's students as we taught yesterday's,we rob them of tomorrow." "Basic Curriculum Reform Outline" clearly puts the training of students' information literacy as the top priority,and "Ordinary High School Information Technology Curriculum Standards" also mentions informat ion literacy as the goal of student learning planning.However,in the current stage of exam-oriented education,students' disregard for information technology courses is becoming increasingly serious.Through investigat ion and research,it is found that one of the reasons why students do not pay attention to information technology courses is that they are not adapted to the teaching methods of teachers.The times have been changing,teaching concepts and technologies are changing rapidly,learners' visions and abilit ies are also changing,teachers must take these variables into account when imparting knowledge,and understand how to teach scientifically,guide students to explore,and collaborate.Learn,especially think deeply.This study attempts to construct an instructional design model suitable for high school information technology courses by analyzing the applicability of learning theories of various schools.First analyze the emergence,development and influence of learning theories on the learning process,and then use the existing learning theories to support the applicat ion of teaching design models and summarize their advantages and characteristics.Finally,under the guidance of learning theory,construct a teaching design model suitable for high school information technology courses,conduct case design,and apply the teaching design to real high school information technology classrooms.Based on practical results and formative evaluat ions,the model is more suitable for information technology classrooms after being modified and improved.The application results show that the teaching design model based on learning theory can meet the learning needs of high school students,effectively increase the high school students 'interest in information technology courses,comprehensively improve the information literacy of high school students,and effectively promote learners' knowledge construction ability.Through experimental research,it is found that the learning effect of the experimental group is better than that of the control group.The questionnaire and interview results show that students are more satisfied with the instructional design under the guidance of learning theory.In short,this s tudy provides operable teaching design models for teachers of high school information technology courses,and provides guidance and case support for comprehensively improving students' information literacy.The shortcoming is that the inf luence factors of peers on learners' information technology courses are not taken into account;the sample base chosen for experiments is small due to conditions and time.