Junior High School Information Technology To Promote Deep Learning Research On The Construction Of Curriculum Learning Community

The information technology curriculum of junior high school has played a promotive role in the development of society as an age-specific,innovative,and open program.In recent years,deep learning has become a appeal of today' s era and a research hotspot in the basic education community,as well as a topic of continuous concern over the next decades,which requires that learning truly occurs and requires that knowledge learning is deep and extensive,while the basic education reform also advocates the development of students' self-contained,collaborative,and inquiry 'abilities.Therefore,promoting deep learning in information technology courses for junior high school students will attract enough attention.This study focused on promoting the development of deep learning in junior high school students,proposed a teaching strategy to construct the learning community of junior high school information technology courses,based on the educational concept of the learning community as a theoretical basis,took the innovator program as the main content of teaching practice,and conducted a teaching study to promote the learning community classroom of deep learning in junior high school students.First,by reading relevant literature at home and abroad,sorting out some theoretical bases related to this study,reanalysis combs out the current situation of the application of learning community in information technology courses and the research status of learning community and deep learning,mainly analyze the concepts,characteristics,evaluation,etc.,clearly the existing evaluation methods,and provide a reference for evaluation in the following framework stage;Secondly,based on the related studies of learning community and deep learning,to ask the existing relationship between the two,to clarify the theoretical basis of the construction,combine the theoretical basis,propose the building principles and construction strategies,and construct a learning community in information technology curricula;Finally,the constructed learning community was applied in teaching practices to analyze the teaching effectiveness through three rounds of action research.In this study,47 students from seven years and one class in a middle school were enrolled to conduct three rounds of teaching practice,the effects of teaching practice were measured and evaluated using questionnaire,observation and interview methods,the collected data were collated and analyzed to verify that the learning community constructed in this study can promote students' deep learning.The results show that the learning community constructed in this study contributes to a number of dimensions including students' ability to master core knowledge,problem-solving skills,critical thinking,effective communication,teamwork,emotional input and reflective status.Although this study still has some deficiencies in the practice process,this study achieved a certain effect in exploring the learning community to promote deep learning in the information technology course of junior high school students,and it has some enlightening and borrowing implications for the implementation of the learning community in the information technology course ofjunior high school.