Research On The Teaching Design And Application Of High School Information Technology For Core Literacy

OECD began a research of Key Competencies in 1997.This has attracted a wide range of attention from scholars in the world.Although China’s concern started relatively late about Key Competencies.But in 2013,the project "Research on the Overall Framework of Students’ Key Competencies in Basic Education and Higher Education" was started.It greatly influence the development of the Key Competencies.What’s more,the overall framework of "Key Competencies Development for Chinese Students" was published in 2016.After this,the research trend which takes the cultivation student core accomplishment as the index is swift and violent.Actions have been taken in various disciplines to cultivate Key Competencies.They also revise curriculum standards.In order to improve the status of information technology subject through research,and then develop students’ ability of information awareness,computational thinking,digital learning and innovation literacy,and information social responsibility.To promote the spiritual enrichment of students and the promotion of comprehensive quality.To enable students to get all-round development.Focusing on the cultivation of Key Competencies of information technology discipline,this research adopts literature research method,Flanders interactive analysis method,interview method and observation method to carry out research.Specific research contents are as follows:Firstly,this paper analyzes the research background,purpose and significance by literature research.The research has been obtained the status about Key Competencies and information technology instructional design in the world.It combed the concepts of Key Competencies,discipline Key Competencies and information technology discipline Key Competencies.It elaborates the relationship between the learning theories and the development of the Key Competencies of information technology.In addition,it lays a solid theoretical foundation for the subsequent instructional design.Secondly,on the basis of constructivism,humanism,instructional system design theory and Classification theory of learning outcomes,the research analyzes the elements and principles of instructional design.And it supports the design of teaching links and teaching cases.Thirdly,the research uses the action research method to carry out the information technology teaching practice for four months.It happens once every two months.In each round of action research,methods such as Flanders interactive analysis,interviews and pre-test and post-test analysis of Key Competencies level were adopted for effect analysis.In the second round,comprehensive evaluation analysis of students was also added.Based on the comprehensive analysis of the results,the teaching process is retrospectively revised and the optimal instructional design is obtained.Finally,it is concluded that the research teaching process includes five links: setting up situation,problem introduction--teachers’ suggestion,brainstorming--task-driven,cooperative solution--result sharing,exchange and evaluation--task expansion,and review and consolidation.Based on the results of the two rounds of practice,it is found that the research improves students’ Key Competencies level from both the overall perspective of core literacy and four dimensions.The instructional design of high school information technology oriented to the Key Competencies is effective for the cultivation of students’ core quality.The research provides a reference for the curriculum reform of information technology.It puts student-centered information technology teaching practice into practice.It enables the teaching research to be applied to classroom practice and provides a theoretical basis for improving the teaching effect.