Research On The Construction And Visualization Application Of High School Information Technology Subject Knowledge Map

The fundamental mission of education informatization 2.0 is to promote the modernization of education and create a new education in the information age.The document 2035 of China's education modernization clearly puts forward the establishment of the co construction and sharing mechanism of digital education resources.All kinds of digital education resources have become the main sharing source of high school information technology subjects.Digital educational resources are an indispensable part of teaching activities in the information age.However,these resources are repetitive and nonstandard.At the same time,the huge amount of digital teaching resources can easily lead to high school learners' fragmented learning and lack of systematic knowledge construction.The high school learners are in an important period of knowledge construction.Cultivating and improving their information technology level is conducive to solving practical problems and forming the core quality and key ability of the subject.Therefore,a standardized and unified high school information technology knowledge management tool is needed to provide integrated digital sharing resources for education and teaching.As a construction tool and management tool of digital educational resources,knowledge mapping can not only standardize and unify subject ontology knowledge,but also guide learners to connect knowledge through knowledge structure system and the relationship between nodes,so as to avoid knowledge fragmentation and promote learners' systematic and meaningful learning.However,through the analysis of literature,educational websites,e-books and other resources,the knowledge map of high school information technology basic subjects is relatively small.In view of this,this study uses the knowledge map construction technology to construct and apply the knowledge map of the subject knowledge of high school information technology compulsory courses(1)unscramble the information technology curriculum standard of senior high school(2017 Edition),and extract the ontology terms of concept,curriculum module,subject core literacy and learning content in the curriculum standard.In the overall framework of the curriculum standards,Zhejiang Education Press,people's education press,Education Science Press of information technology compulsory 1?Data and computing and information technology compulsory 2?Information system and society,a total of six textbooks as data sources,data and computing,information system and society two modules of high school information technology compulsory course from the overall chapter to the specific content of comparative analysis,and extract the concept of high school information technology discipline.(2)on the basis of the seven step method of ontology construction,combined with the characteristics of information technology discipline,the process of ontology knowledge construction of high school information technology discipline is designed.Taking the extracted concept data of curriculum standards and teaching materials as the core,according to the ontology construction process,taking curriculum standards and teaching materials as the data source,the concept hierarchy,concept relationship,concept attribute and concept instance are determined in turn,and the high school information technology subject ontology knowledge is constructed manually.(3)based on the representation,extraction,fusion and storage technology of knowledge map,the ontology knowledge is represented by triples,and the knowledge is fused by entity alignment and attribute alignment.The neo4 j graph database is used to construct and store the knowledge map of information technology discipline.(4)design and develop knowledge mapping visualization system,and build digital teaching resources of high school information technology discipline.The system management,personal center,learning record,learning exchange,search map and structure tree of high school information technology map are developed.Among them,three sub functions of user management,search record and course record are designed under the system management function.(5)the visualization system of high school information technology knowledge map is applied to teaching,and the trial data of knowledge map visualization system is collected by questionnaire survey.The data show that the knowledge representation of knowledge map is helpful to show the logical meaning between learning materials,to associate the previous knowledge with the current knowledge,to integrate the new and old knowledge,and to promote the meaning construction of knowledge.In this study,curriculum standards and three versions of high school information technology compulsory textbooks are used as data sources to construct subject ontology knowledge and knowledge map,and design and develop knowledge map visualization system.Based on the knowledge map specification and unified high school information technology subject ontology knowledge,this study strengthens the construction and application of high school information technology subject online education and teaching resources,improves students' learning efficiency,promotes learners' systematic learning,and lays the foundation for adaptive learning and personalized recommendation.