Research On Teaching Design Of Information Technology Curriculum In Junior Middle School Based On First Principles Of Instruction

In the 21 st century,the rapid development of information technology has greatly changed our study and life.In order to cultivate students' interest in learning information technology,adapt to the development of the times,use information knowledge and technology to improve the efficiency of information processing,enhance students' ability to solve problems and transfer information technology,so information technology courses are opened in primary and secondary schools.Although scholars have conducted some research on teaching design,the teaching problems in actual classrooms have not been solved yet.For a long time,teachers have paid more attention to how they teach,and less attention to the needs of students.The new curriculum standard requires teachers to systematically and comprehensively analyze all aspects of teaching.A reasonable and effective classroom teaching design is the key to improving teaching quality.And Merrill's first principles of instruction can provide support for teaching design to solve existing classroom problems.This research analyzes first principles of instruction and junior high school information technology courses and finds their points of integration,thereby constructing a junior high school information technology teaching design model based on first principles of instruction,targeting various types of junior high school information technology courses.The model is designed and teaching practice is carried out to test the model.By analyzing the students' learning performance and acceptance of teaching,the model is optimized to achieve the purpose of improving the teaching effect.First of all,collect,analyze and organize documents related to first principles of instruction and junior high school information technology courses to understand the current status of first principles of instruction and junior high school information technology courses and their evaluation at home and abroad.The theoretical basis of teaching principles and teaching design are systematically explained,and the main points of first principles of instruction and general models of teaching design are put forward to lay the foundation for subsequent teaching design.Secondly,based on the 5 Star Instructional Design Rating,the Pebble-in-the-Pond Approach to Instructional Development and the characteristics of junior high school information technology courses,with the goal of cultivating the core literacy of junior high school information technology,a teaching design model for junior high school information technology courses based on first principles of instruction was constructed.Focusing on the task as the center,the task design stage includes preliminary analysis,strategy design,process description,resource matching and evaluation design.At each stage,teacher activities,student activities,and teacher-student activities are designed correspondingly.This article divides junior high school information technology courses into three types: conceptual knowledge,operating skills,and comprehensive activities,and subdivides operating skills into three types: software operation,program design,and physical control.The five types of courses are taught about Research on design methods.In order to verify the effectiveness of the instructional design model and apply it to an information technology classroom in a middle school in Taiyuan,this article sets up two sets of experiments.They are the comparative experiments of instructional design guided by first principles of instruction and traditional instructional design.The quasi-experiments designed by the experimental group time series guided by first principles of instruction.In the experimental class,the teaching guided by first principles of instruction was implemented,and 5 teaching cases were shown to illustrate the application of the model in all types of junior high school information technology courses.Finally,the data from the questionnaire survey is used to examine the learning changes of students,and the data from the interviews are used to examine the acceptance of the study by students and teachers.The results of classroom observations are used to support the interviews and to test the results and the overall situation of the creative works.Analyze the learning results of students to comprehensively analyze the teaching effect.The study found that the teaching design guided by first principles of instruction is better than the traditional teaching design.It analyzes the three levels of student learning and the three levels of teacher teaching,and finds that the students of the experimental class are self-conscious about the learning methods,levels and effects.The score is higher than that of the control class.Teachers' classroom ecology,teaching strategies,and technology applications are significantly different from those of the control class and the evaluation is better than that of the control class.The final test scores and the quality of the classroom works of the experimental class are better than those of the control class,and the teaching links are better than traditional teaching There is a significant improvement.The quasi-experimental results of the time series designed by the experimental group guided by first principles of instruction show that as the guidance of first principles of instruction gradually deepens,students' self-ratings on learning methods,levels and effects have improved,while teachers' teaching It also plays a subtle role,and the teacher's classroom ecology,teaching strategies and technical applications have also been recognized by the students.Students' classroom participation is large,and their independent learning ability and collaborative learning ability have been improved.The teaching design of junior high school information technology courses based on Merrill's first principles of instruction has achieved the purpose of effective teaching.