Research On The Evaluation Model Of Junior High School Information Technology Micro-course Based On Principal Component Analysis

In the intelligent age,technology empowers education.Micro-lecture is one of the products derived from education informatization and welcomed by teachers in elementary and middle schools.Micro-lecture can be a new type of teaching resource that runs through all aspects of teaching.Besides,it is also a new form of curriculum.The combination of micro-lecture and flipped classrooms,blended teaching and peer learning and other teaching models enriches the educational and teaching practice models and highlights the innovative characteristics of teaching.The review of the research on evaluation of micro-lecture in this paper reveals that the number of evaluation studies of micro-lecture is relatively small;the scope of evaluation of micro-lecture is very macro,which blurs the types and application scenarios of micro-lecture.Therefore,this paper constructs the evaluation index model of junior high school of information technology micro-lecture.It aims to promote the benign development of junior high school information technology micro-lecture.The main work and contributions of this paper can be summarized into the following three parts:(1)Based on literature research and survey questionnaire to classify the types of junior high school information technology micro-lectureIn order to do this work well,the author starts from three aspects.Firstly,combing the related literature on micro-lecture evaluation,and discovering the fuzzy evaluation of junior high school information technology in different application scenarios;defining the core concepts of micro-lecture;clarifying the research content;establishing four basic principles of evaluation.Secondly,analyzing the types of micro-lecture,summarizing the researchers' views and explanations on the types of micro-lecture.And the author issued 100 questionnaire surveys about junior high school information technology micro-lecture in classroom teaching.The reliability and validity of the questionnaires are up to the standard.Analysis of the collected data reveals that teachers believe that the types of micro-classes mainly include knowledge expansion,confusion-solving,new-knowledge teaching,emotional edification and skill demonstration.The author refers to the information technology textbooks for junior high schools in Beijing and the information technology curriculum standards.The author investigates the cutting-edge information technology knowledge that junior high school students are interested in.Finally,after comparative analysis,this thesis determines the types of micro-lecture into three types:knowledge expansion,new knowledge teaching,and review summary.(2)Based on the evaluation criteria of micro-courses in elementary and middle schools,designing three types of evaluation indicators for micro-coursesThis part of the work mainly includes three aspects.The first is to collect the common indicators in the evaluation criteria of the primary and middle school micro-lecture competition,and initially complete the junior high school information technology micro-lecture evaluation index version 1.0.The second is to develop an interview outline for the micro-class contestants and front-line teachers on the micro-class evaluation indicators.Combined with the content of the first edition to further modify the micro-course evaluation index system,generate the micro-lecture evaluation index version 2.0.It covers 6 first-level evaluation indicators and 18 second-level evaluation indicators.According to the characteristics of the type of micro-lecture,second-level evaluation indicators of each type are adjusted and modified.The third is based on a data science platform to use AHP completing the calculation of the weights of the three types of micro-lecture.(3)Based on PCA to verify the evaluation index modelThis thesis has distributed and collected 150 questionnaire surveys of micro-lecture enthusiasts on the evaluation indicators the micro-lecture.Based on the PCA,the data was processed,and the instructional design was extracted.This is basically in line with the six first-level evaluation indicators formulated in this paper,which verifies the rationality of the first-level evaluation indicators.Then,the principal component weight coefficients of the 12 indexes in the questionnaire were calculated,and the six first-level evaluation indexes were further verified according to the component weight coefficients.Therefore,the research innovations of this thesis can be summarized into three points:First,the junior high school information technology micro-courses are divided into three types:knowledge expansion,new knowledge teaching,and review summary according to the perspective of teaching content and application scenarios.The second is to use the principal component analysis method to verify the rationality of the six first-level evaluation indicators;the third is to use the principal component analysis method to calculate the weight coefficients of the 12 indicators in the questionnaire to verify the rationality of the relative importance of the six first-level evaluation indicators.