Project-based Teaching Design And Application Research Of High School Information Technology Courses

In 2017,the "General High School Information Technology Curriculum Standard(2017Edition)" was released.The curriculum standard advocates project-based learning methods,integrating knowledge construction,ability training,and thinking development into the process of using digital tools to solve problems and complete projects.At the same time,the new curriculum standard officially puts computational thinking as one of the four core qualities of the information technology discipline,clarifying the significance of cultivating students' computational thinking.At present,the relevant research on project-based instructional design from the perspective of computational thinking training is not in-depth,especially in terms of effective experience summaries and guidance strategies of project-based instructional design.This article takes the cultivation of computational thinking as an entry point,and explores the effective strategies of project-based instructional design of high school information technology courses,in order to provide references for high school information technology teaching.This study uses literature analysis,design research,case analysis,and questionnaire survey methods.In the early stage of research,guided by curriculum standards,and based on reality,the classic cases of project-based teaching are analyzed and the project-based methods are summarized.Teaching process.In the design stage,common experiences are summarized from excellent cases,strategies are summarized,and the project-based instructional design process is proposed in combination with the characteristics of computational thinking.In the implementation stage,research and practice were carried out in a high school in Nanning,and three project-based teaching examples were designed and teaching practice was carried out.Through the pre-and post-test of students' computational thinking,the investigation of students' learning situation and satisfaction,and the analysis of students' works,we comprehensively evaluate students' learning effects under project-based teaching.Through analysis,this research derives five strategies for project-based instructional design:teaching takes students as the main body;project selection relies on real situations;instructional design uses projects as external clues and computational thinking as internal clues;project design follows the principle of "small steps".;Pay attention to the comprehensive cultivation of discipline literacy in the migration application.Experiments have found that students are highly motivated in the classroom and the classroom atmosphere is good;student output is obvious and knowledge is firm;in group collaboration,the ability to cooperate is exercised;computational thinking has been improved to a certain extent.In general,project-based instructional design strategies based on computational thinking can effectively guide teaching,improve teaching effects,cultivate computational thinking,and provide experience and feasible suggestions in practice.However,due to the limitations of researchers' own teaching ability and research time,the practice and observation of teaching design strategies and computational thinking training effects are not mature enough.In follow-up research,we will continue to pay attention to the training effect of students' computational thinking,and continue to verify and enrich project-based teaching design strategies in practice.