Research On The Strategy Of Process Evaluation Of Information Technology In Senior High School Based On Subject Core Accomplishment

Subject core literacy was proposed in the New Curriculum Standards for General Senior High Schools for the first time(2017 Edition).At present,the subject core quality has become an important vane to guide education reform,a new standard for teachers to formulate teaching objectives,and an important basis for testing teaching quality and teaching effect.Process-oriented evaluation focuses on the learning process of students,and can timely find the problems existing in the teaching process of teachers and students' learning process,so as to continuously improve and promote effective teaching.Because the new curriculum standard has not been issued for a long time,the scientific and effective process evaluation method system of information technology in senior high schools has not been formed in China at present,which cannot give full play to the promoting role of process evaluation in the cultivation of core literacy.Therefore,the establishment of the process evaluation system based on the cultivation of discipline core literacy is still an important problem to be solved in the information technology teaching of ordinary high schools.In this study in high school information technology classroom teaching task and the characteristics,the cultivation of the core quality requirements,as well as the learning characteristics,the new standard of high school students advice on process evaluation,on the basis of analysis,put forward the principle of process evaluation,aiming at its core disciplines literacy four dimensions of design evaluation strategy,the process and application in practical teaching.In the course of the study,the experimental class and the control class were set up.The procedural evaluation strategy was applied in the experimental class,but not in the control class.Based on the analysis of the specific training requirements of the subject core literacy in the new curriculum standard of information technology in senior high school,the evaluation standards of the initial level and primary development level of the subject core literacy are formulated,and the measurement questionnaire is compiled accordingly.The measurement questionnaire is used to test the experimental class and the control class before and after implementation.During the experiment,teaching was adjusted according to the feedback of the implementation of procedural evaluation strategy.After the experiment,through to the teachers' teaching reflection after class and students interview to carry on the analysis and summary,and the test measurement data before and after the statistics and analysis,the results showed that in the experimental classes and that in comparative classes starting high school information technology subject core literacy level no obvious difference,on the basis of through teaching experiment,experimental classes of students and teachers to cultivate the core quality consciousness and self-consciousness.The core literacy level of the experimental class is obviously higher than that of the control class.Through the experimental results,it can be seen that the high school process evaluation strategy,which takes the subject core literacy as the orientation,can enhance the teachers and students' awareness and consciousness of cultivating the core literacy,thus effectively promoting the improvement of the subject core literacy of students.Due to the lack of teaching experience of the researcher himself,there are still many deficiencies in the development of process evaluation strategies and the implementation of teaching experiments.So the experimental results need to be further supplemented and corrected.