Research On The Case Design Of Information Technology Course In Senior High School Based On Project-based Learning

Nowadays,with the rapid development of science and technology,and the continuous progress of society,information technology has an indelible contribution,and countless human lives cannot be realized by information technology.Therefore,the study,development and inheritance of information technology are gradually valued by various fields,especially in the field of education,which undertakes the important responsibility of information technology teaching.From basic education to higher education,information technology and its related courses have been set up.At present,the information technology curriculum is facing a comprehensive reform.Since the formal release of the information technology curriculum standard for senior high schools(2017 Edition),the reform of classroom teaching has been in full swing in response to the requirements of the standard,the preparation of new textbooks and the reform of classroom teaching.Under this background,the author has carried on the thorough research to this curriculum standard,and has made the related investigation to the front-line teaching situation.The author found that some schools in Foshan have been trying out the new high school information technology textbook published by Guangdong Education Press,and Foshan No.1 middle school is one of them.According to the feedback from the front-line teachers,there are some problems in the project-based learning model of the new textbook,such as the emptiness,the lack of operability and the difficulty of landing.Moreover,the high-quality project-based learning case resources and the lack of reference sources for teachers make it a major difficulty for teaching how to develop the project-based learning.In view of the above situation,the author has carried on the project-based learning case design and practice,in order to solve the above problems.First of all,read a large number of documents,and conduct in-depth research on the content of the new textbook of data and computing,a compulsory course of information technology in senior high school.Secondly,two project-based learning cases are designed and relevant teaching resources are developed.In the end,12 class hours of substantive teaching were conducted for the first and fifth class students of grade one in Foshan No.1 middle school.At the same time,the author follows the training requirements of the core literacy in the curriculum standards,and mainly trains the students’ digital learning and innovation literacy in the project development.The overall project teaching evaluation inspects students’ knowledge mastery and ability level from work quality,students’ self-evaluation,mutual evaluation and teacher evaluation,and obtains experimental data.In addition,three information technology teachers with senior professional titles from the experimental school are invited to attend the class and evaluate the author’s teaching,collect teaching suggestions,so as to revise and improve the project.After practice,this study can draw conclusions: first,the project-based learning case designed by the author is relatively successful in implementation,strong in operability,easy to land,and has achieved good teaching results.It has been recognized and affirmed by teachers and students.It can be used as a reference resource for front-line teachers,and to a certain extent,it solves the corresponding problems.Second,project-based learning arouses the enthusiasm of students.Students have strong interest,active thinking and exploration,courage to communicate and express,and master relevant knowledge and skills.Meanwhile,digital learning and innovation literacy have been cultivated and improved to a certain extent.Third,project-based learning can enhance the interaction between teachers and students,make students actively participate in it courses,increase their interest and desire,and become useful talents for the society.