Research On Information Technology Classroom Teaching In Senior High School Based On Peer Instruction Method

As early as in ancient China,there was a peer instruction idea that "in the company of three,one can always find one's teacher".In the 1990 s,the peer instruction method,which was rich in the thought of peer instruction,became popular in American classroom teaching and was promoted internationally.The peer instruction method adheres to the student-centered and teacher-led teaching concept,which coincides with the new curriculum standard concept,and plays a role in changing the classroom status and promoting the ability of all aspects.At present,about peer instruction method in the teaching application of information technology disciplines is not yet systematic research,and fellow in theory teaching method to change the traditional classroom teaching mode of information technology and information technology classroom teaching has a lot of help,therefore,the author tries to peer instruction method is applied to the high school information technology classroom teaching,in order to change high school information technology classroom teaching.In this study,literature research,questionnaire survey,interview survey and action research are used as the basic research methods to investigate the current situation of information technology classroom teaching in senior high schools and the situation of students' subject key competence.In the clear about the companion teaching concept and process,in view of the present situation of investigation,the constructivism theory,theory of cognitive conflict and cooperation under the guidance of learning theory,carries on the theoretical exploration,building based on peer instruction of high school information technology classroom teaching process structure and the teaching strategy,and constantly improve the process in the three rounds of teaching structure and teaching strategies.This study mainly includes the following five stages:The first stage is the early stage of theoretical research,including one,two chapters.At this stage through the description of the background put forward the research problem,and then through the study of a large number of documents,uses the Cite Space software for peer teaching method of the research status at home and abroad were summarized,further clarify the research question,and then explains the peer teaching method,the core concept of subject key competence,and to determine the constructivism learning theory,cognitive conflict theory and cooperative learning theory as the theoretical guidance and on the basis of detailed elaborated the content,purpose and significance of this study,ideas and methods.The second stage is the current situation investigation stage,mainly is the third chapter content.The interview method is used to understand the status quo of information technology classroom teaching in senior high schools from the perspective of teachers,and the questionnaire method is used to understand the learning attitude of students in information technology courses,the core quality of subjects and the learning preparation of peer instruction method.Through investigation and analysis,this paper summarizes the problems existing in information technology classroom teaching in high schools at present,fully understands the students' core accomplishment and study preparation,and lays a foundation for the subsequent teaching strategies and research practice of peer instruction.The third stage is the construction of the process structure of the peer instruction method and the preliminary proposal of the teaching strategy.Under the guidance of theoretical basis,combining with the characteristics of high school information technology course,summarizes the application of peer instruction method of teaching design principles,preliminary peer instruction method is put forward according to the basic process of peer instruction in the classroom teaching of information technology application in the teaching process structure,including the preparation,self preparation,preparation before the test,new knowledge learning and consolidate ascend five stages;According to the existing research and current situation investigation,three teaching strategies are put forward: one is the pre-class preparation strategy of test question design and selection of teaching feedback system;the other is the in-class teaching strategy of group collaboration,peer discussion and use of feedback mechanism;the third is the classroom evaluation that focuses on diagnostic evaluation and the combination of individual and group evaluation.The fourth stage is the teaching practice stage,which is mainly the content of the fifth chapter.The author selected 45 students from class 5,grade 1 of a school in baise city as research objects to conduct three rounds of teaching practice of action research.In the process of teaching practice to look at the students' classroom participation and learning situation,structure of teaching process and teaching strategies to improve and perfect,by collecting the class participation situation and contrast of the three rounds of learning information technology subject accomplishment of students before and after the practice case analysis,summarizes the effect of the action research,finally summarizes the study and put forward based on peer instruction of high school information technology classroom teaching process structure and teaching strategies.The fifth stage is the summary and prospect stage,which is mainly the content of the sixth chapter.Including the research conclusion and the prospect of the follow-up research.The conclusion of this study include questionnaire investigation conclusion and peer instruction in high school information technology suitability and application effect of classroom teaching,including preparation before class,autonomous preview,preview test,new knowledge learning,consolidate the ascension,the six links of classroom evaluation of peer instruction process structure,as well as the preparation before class,class organization and evaluation of three aspects including eight teaching strategy.The research results show that build partner structure of teaching process and teaching strategies in high school information technology classroom teaching is applicable,to be able to help information technology classroom teaching reform,change the theory class teaching of students' participation is not high,less interaction between teachers and students,at the same time based on peer instruction method of teaching to cultivate students' literacy of discipline development.