Design And Practice Of The Five-step Teaching Mode Of "Speaking,Practising,Measuring,Doing And Evaluating"

The continuous promotion of China's education reform has promoted the informatization process in the field of education.The Ministry of National Education has promulgated the Information Technology Curriculum Standards for Ordinary High Schools(2017 Edition),which proposes that information technology should focus on cultivating students' ability to exchange and cooperation and solve students' problems.The connection between junior high school and senior high school,and the content required by the new curriculum standard of senior high school has certain guiding significance for junior high school.Therefore,teachers should change the traditional teaching method and explore a teaching model that can effectively cultivate students' comprehensive ability.Project-based learning emphasizes the personal participation of students,who are accompanied by the acquisition of knowledge,skills and emotions in the process of completing the project.On the other hand,interactive learning resources can fully mobilize learners' autonomy and enthusiasm,and provide learners with a high-quality interactive learning environment,and their research is very meaningful.Therefore,this article mainly explores how to cultivate students' comprehensive ability in information technology classrooms.Based on this,it determines the research problem of this paper: how to effectively apply the project-based learning concept and interactive learning resources to junior high school information technology classroom teaching;what kind of educational model and teaching method should be adopted to cultivate the comprehensive ability of learners;how to test the cultivation effect of learners' comprehensive ability.According to the thinking of research,this study combines the current situation of information technology curriculum teaching in junior high schools,based on the theory of "meaningful" learning,the theory of interactive hierarchical towers and the theory of "doing middle schools",and adopts the literature research method,interview method and experimental research method as the research method.Through literature research,the research background,research status at home and abroad,and the relevant conceptual and theoretical basis of this topic are analyzed and expounded in detail.According to interactive learning resources and project-based learning theory and related theoretical foundations,the author summarizes and designs a five-step teaching method teaching mode of junior high school information technology course "teaching,practicing,measuring,doing and evaluating",which includes five links: detailed explanation,perceptual content;interactive practice,deepening understanding;interactive measure,leakage detection.Not missing;project design,internalized learning;evaluation feedback,sublimation effect.In order to verify the feasibility of applying this teaching model to junior high school information technology courses,the author selects teaching content for case design and teaching practice,and examines its feasibility of applying it to information technology courses by analyzing teaching experimental data and teacherstudent interview results.The teaching practice activity selects two parallel classes of a middle school in Shijiazhuang as the experimental object,and carries out teaching practice research and results verification on the five-step teaching mode of "teaching,practicing,measuring,doing and evaluating".Among them,the experimental class uses the five-step teaching mode of "speaking,practicing,measuring,doing and evaluating" for classroom teaching.The control class uses the original teaching.The school model carries out teaching,and analyzes the average scores of the experimental class after teaching practice,the end-of-stage results of the experimental class and the comparison class,as well as the interview results of teachers and students in the experimental class.After teaching practice,it has been proved that the five-step teaching mode of "speaking,practicing,measuring,doing and evaluating" not only effectively reduces the teaching pressure of teachers,but also enhances the interaction and communication between teachers and students,effectively stimulates students' enthusiasm for learning,improves students' operation skills,and cultivates students' independent exploration,collaborative communication and innovation practices.Equal ability enables learners to truly acquire knowledge and skills.Therefore,it is feasible to introduce the five-step teaching mode of "speaking,practicing,measuring,doing and evaluating" into the junior high school information technology curriculum.