Research On Instructional Design To Promote Conceptual Transformation In High School Information Technology Class

In the current era of rapid development of information technology,in order to change the state of high school information technology class teaching and reality out of step,the Ministry of Education of the People's Republic of China has proposed that the curriculum should be taught around the core literacy of information technology subjects.The essential connotation of cultivating subject core literacy is to require the high school IT curriculum to be taught around "Great Concepts in Subject".Combining the research results of concept transformation theory and variable learning theory,the fundamental starting point of this study is to promote students' conceptual learning in IT courses and to innovate IT concept teaching mode.Based on a thorough study of the theories,this study attempts to construct a teaching model to promote the conceptual transformation of high school students.Based on this model,the study explores the effectiveness of the model in concept teaching,proposes teaching strategies to promote concept transformation,and improves classroom learning efficiency.This paper first compares the development of concept transformation theory and the current research status of high school IT teaching,and clarifies the research direction.Through combing the research on concept transformation theory and the exploration of subject teaching using variable learning theory in China,we found that there is relatively little research on concept transformation for information technology subjects,concept transformation teaching mostly revolves around old textbooks and old knowledge points,there is a lack of research on concept transformation teaching models,and there is still room for controversy and improvement in the criteria of concept classification.Therefore,based on the curriculum standards and high school IT textbooks,this study firstly builds a framework of "subject major concepts-core concepts-branches-sub-concepts".On the basis of sufficient literature research,we initially constructed a teaching model for promoting concept transformation in high school IT curriculum,and established five links of the teaching model for promoting concept transformation:concept exploration and identification of features;creating situations and activating concepts;triggering conflicts and solving problems;consolidating migration and refining concepts;and making good use of evaluation and concept transformation.Taking the broad concept of "data" as an example,three rounds of pedagogical improvement studies were conducted under the guidance of the "design-based research" methodology to iteratively revise the initially designed conceptual transformation teaching model.During the implementation process,high school students were asked to explore the original concept using a self-administered interview outline,judgment questions,and second-order multiple-choice questions.The analysis of the first round of implementation revealed the problems of loose and one-sided students' original concepts and low student participation,so the instructional activities of distributing guided learning plans and collaborative group construction of solutions were added to the second-generation model.The second round of teaching was designed and implemented based on the second-generation model,and the problems of students' easy forgetting of new concepts and insufficient connection of teaching contents were found.The third round of teaching was designed and implemented based on the thirdgeneration model,and the problems of more abstract concepts and insufficient internal motivation of students in the section of data structure were found.Finally,the test results of the second-order multiple-choice questions were used to analyze the significance of the difference in concept test scores before and after the three rounds of instruction and to obtain the effectiveness of the model applied to teaching concept transformation.Through the above model revision process,the author found that using the teaching model of concept change for instructional design can effectively promote the occurrence of concept shift,and the overall teaching effect showed an upward trend.Finally,the concept teaching system was constructed with the big data concept as an example.Five teaching strategies to promote conceptual transformation were improved,which are:integrating multiple conceptual tests to analyze students' barriers to learning big concepts;creating life situations for teaching big concepts to help students actively extract abstract concepts;clarifying group cooperative learning tasks to realize conflict and confrontation;repeatedly invoking new knowledge to solve new problems to realize students' knowledge "reinvestment"The use of rational assessment allows students to express themselves boldly and creates a classroom full of confidence.