Application Research Of Task-driven Flipped Classroom In Junior High School Information Technology Course

The development of informatization leads the innovation and breakthrough of education and teaching.In order to better meet the challenges of an all-informatized future,the innovation and development of information technology is imperative.The cultivation and improvement of the relevant information literacy of students is crucial.The ultimate goal of information technology courses is to cultivate students' information literacy and the ability to operate and apply information technology.This is a course that requires students to actively explore and apply.In order to cultivate students' information literacy and the ability to operate and apply information technology,this research decided to use task-driven flipped classroom teaching.The basic meaning of task-driven teaching is to drive students to learn by setting tasks,so that students can learn based on tasks.Drive students through tasks so that they can independently learn the learning resources of the flipped learning course preset by the teacher.It uses task guidance to ensure the effective development of learning behavior,and to achieve effective acquisition of learning content and knowledge construction by students.This research uses literature method,survey method(questionnaire survey and interview method),and action research method to conduct research.First,review the literature to sort out the connotation of flipped classroom and task-driven concepts,and then sort out and analyze related teaching models.Review the current research status of task-driven and flipped classrooms at home and abroad.Learn about related teaching theories and use this as the theoretical basis for research.A questionnaire survey was conducted among first-year junior high school students to gain an in-depth understanding of the problems in the teaching of information technology courses in junior high schools.In the current information technology courses,there are problems such as insufficient teaching time,weak practical ability and autonomous learning ability of students,and low learning interest and enthusiasm.The author proceeded to research.Two classes in the first grade of junior high school were selected as experimental subjects to conduct a controlled experiment.The task-driven flipped classroom teaching model puts students in the main position,and teachers as guides use tasks to drive students to study.It breaks the space and time constraints of learning and improves classroom effectiveness.With the "Scratch" course as the teaching content,the teaching mode is determined and the specific teaching design is carried out.The author conducts three rounds of action research based on the teaching design,and uploads the students' work to the professional website for grading after each round of research.Finally,the results of the experimental class and the control class are further analyzed using SPSS to explore the feasibility and effectiveness of the task-driven flipped classroom in the junior high school information technology "Scratch" course.Action studies have proved that task-driven flipped classrooms have achieved better results in improving classroom effectiveness,enhancing students' autonomous learning ability,and enhancing students' interest and activeness in learning.In addition to verifying the effectiveness of the task-driven flipped classroom teaching model for junior high school information technology learning,this research gives a specific teaching design process to provide reference for frontline teachers.In addition,this research can also provide basic material data for the improvement of junior high school information technology teaching in the future.