Practical Research On The Teaching Of Information Technology In Junior Middle Schools Under The Gamification Teaching Mode

With the progress of educational computerization,teaching concept and teaching mode are constantly iterative innovation.At present,the teaching of information technology course in junior middle school only pays attention to teach students knowledge and skills,but ignores the problems of students' low participation in class,lack of interest,lack of learning motivation and so on.As a new teaching mode to improve students' learning quality and learning experience,game teaching mode has been widely concerned by educators.In China,there are numerous researches on the game teaching mode of various subjects in middle schools,but there are hardly occasions of examination involved in information technology courses in lower secondary schools in the western region.In view of the above problems,this paper carries out the teaching practice research of junior middle school information technology course based on game teaching mode.Based on the junior high school information technology curriculum,this paper thoroughly analyzes the existing game teaching mode,and constructs the game teaching mode for the junior high school information technology curriculum in the western region,so as to enhance the teaching effect and students' intrinsic motivation.Taking the students of class 8 and class 9 of Grade 8 in Shihezi No.10 middle school as the experimental objects,this thesis conducts practical research by adopting research methods such as surveys,student interviews,and classroom observation.First,analyze the existing game teaching mode at home and abroad,and summarize and reflect,combined with relevant theories to build a game teaching mode based on junior high school information technology curriculum.Second,after the design of three teaching cases and continuous improvement and practice,the practical results are as follows: after the implementation of teaching cases(1),the rules of the game are not clearly displayed and take up a long time in the classroom,which affects students to "learn by doing" and leads to more cases of game failure.After the implementation of teaching case(2),although the classroom atmosphere is active,there are some problems,such as some students' ideological deviation,inconsistent learning progress and classroom order out of control.After the implementation of teaching case(3),the classroom discipline is orderly and stable,the game tasks are generally completed,and the students can explore the game independently.Thirdly,the analysis results of students' performance,group cooperation,learning attitude and immersion before and after the experiment show that the average score of the post test of the experimental class is 3.71 points higher than that of the pre-test,and 1.12 points higher than that of the control class;the cooperation ability,learning attitude and immersion of the experimental class are 0.21,0.14 and 0.27 points higher than those of the control class respectively.It shows that the game teaching mode can improve students' cooperative ability,improve students' learning attitude towards information technology courses and enhance students' learning motivation.The information technology curriculum activities designed under the game teaching mode are favored by students and enhance the teaching effect,but the smooth implementation of the game teaching mode still needs mutual understanding and support of teachers and students.