Research On The Application Of Micro-project Teaching Method Of Information Technology Course In Senior High School

With the advent of the global information age,cultivating high school students' information literacy becomes more and more important.The teaching of information technology courses is the main way to cultivate students' information literacy.In recent years,the project teaching method has played an important role in the teaching of basic education courses in China and has attracted widespread attention.However,many problems in the implementation of normal teaching have also become increasingly apparent,so people have proposed to use the microproject teaching method to simplify and minimize Improve project teaching and improve the effect of project activities.In view of the fact that high school information technology courses are tight and practical,and the students' initial ability to operate on the computer is generally low,applying the micro-project teaching method to high school information technology courses can effectively improve the effect of project teaching activities.This research draws on relevant theoretical research and empirical results at home and abroad,adopts the micro-project teaching method to innovate information technology classroom teaching under the "flipped classroom" teaching mode,and combines research methods such as survey research and experimental research to conduct high school information technology curriculum micro Project teaching design,teaching case practice,teaching effect evaluation and implementation strategy research.Through the effective implementation of the micro-project teaching method of information technology courses,it can effectively promote students' enthusiasm for classroom learning,the understanding and internalization of information technology knowledge,and the improvement of comprehensive ability,and even promote the cultivation of students' information literacy,and effectively improve the effect of information technology classroom teaching.The main research contents and results of this paper are as follows:(1)Teaching design of micro-projects for high school information technology coursesTake the Guangdong Teaching 2003 course standard version of "High School Information Technology Fundamentals(Compulsory)" textbook as an example,indepth analysis of the textbook and corresponding course standard requirements,combined with the actual teaching plan of the course this semester,select appropriate chapters for high school information technology courses Micro-project teaching case design,build the content system of the micro-learning project of the course of this semester,on this basis,according to the existing micro-project teaching implementation process,combined with teaching practice,design the basic process of micro-project teaching implementation in line with high school information technology courses,which is The following teaching case practice provides the necessary reference basis.(2)Teaching case practiceFirst,based on the investigation of the initial ability of students on the computer and the statistical analysis of the results of the test,set up experimental classes and control classes,introduce experimental implementation arrangements,build a supporting environment for project activities,provide relevant technical tools and method guidance,and then focus on the previous Designed teaching cases and the basic process of teaching implementation,gradually carried out four-month micro-project teaching and practice activities,and selected typical learning project cases "making anti-drug knowledge propaganda videos",from the project case overview and the teaching of 2 micro-learning project cases The implementation process,project case evaluation and summary,etc.are elaborated in detail,thus fully presenting the specific process of the implementation of the microproject teaching of the information technology course,and organically linking the microproject teaching activities with the project teaching activities.To a certain extent,this solves the scattered and unsystematic problems in the design and practice of microproject teaching cases at this stage.(3)Teaching effect evaluation and implementation strategy researchAfter the teaching experiment is over,a combination of "learning effect questionnaire survey and evaluation" and "test evaluation" is used to test and evaluate the effect of this micro-project teaching in a timely manner.According to the comparative analysis of the pre-test and post-test results of the experimental class and the control class,there is a significant difference between the experimental class and the control class after the experiment and is higher than the control class,and the performance gap between the experimental class and the control class It is gradually increasing,showing a trend of constantly surpassing the control class.According to the analysis of the statistical results of the questionnaire survey,it can be seen that the "micro-project learning" learning method has a significant role in promoting students' classroom knowledge learning,classroom learning enthusiasm,and comprehensive ability improvement,and most students believe that the course micro-project learning case activity design for this semester The difficulty is relatively moderate.This fully proves that the implementation of this micro-project teaching is effective and basically achieves the expected research goals.On this basis,based on the relevant theoretical research and empirical results at this stage,combined with the author's relevant teaching and practical experience,the information is explained from six aspects: project grouping,project activity design,context creation,mind mapping,learning resources,and evaluation methods.The implementation strategy of technical courses to carry out micro-project teaching activities has further improved the construction of the microproject teaching system and the teaching implementation process.In summary,this research can help front-line teachers rely on information technology courses to promote the development of students' higher-order thinking ability and the cultivation of information literacy,stimulate classroom learning interest,improve classroom teaching effects,and accumulate experience.The practical research of micro-project teaching provides useful reference.