Research On The Practice Of Problem-oriented Information Technology Teaching To Promote Junior High School Students' Classroom Participation

As the subject of junior middle school information technology classroom learning activities,students' emotional state,behavior state and thinking state of classroom participation can reflect the quality and effect of students' learning on the whole.Therefore,the degree of students' classroom participation is widely concerned in the field of education.The classroom that students really participate in can ensure that students get good cognitive and emotional experience in the process of behavioral participation and build a good classroom atmosphere.At the same time,as a subject combining theoretical knowledge and practical application,information technology bears the important task of cultivating students' information literacy,so it is inevitable that traditional teaching methods cannot meet students' demands for knowledge.In the information age of constant technological change,how to choose appropriate teaching methods according to students' learning style and learning content,improve the quality of students' participation in class,arouse the majority of educators and researchers to think deeply.This study focused on promote the junior middle school students in information technology in the classroom participation,the author through to the related literature finishing found that question guiding teaching provides a bridge between education theory and practice application gap between the ideal strategy,can promote the students actively participate in class activities,in the junior middle school information technology classroom application prospect is very broad.Therefore,this study mainly adopts the method of action research,selects students from F Middle school in H city as the research object,and carries out the problem-oriented information technology teaching practice research in junior middle school.First of all,by referring to relevant literature,to understand the relationship between classroom participation,problem-oriented teaching and information technology classroom,to provide theoretical basis and research direction for the construction of problem-oriented junior middle school information technology teaching process;Secondly,under the strong theoretical support,the questionnaire of junior middle school information technology students' classroom participation is prepared to preliminarily understand the current situation of information technology classroom participation through quantitative analysis.Combined with the results of teacher interviews,the current situation of junior middle school information technology classroom participation is summarized.Then,problems in the problem-oriented information technology teaching process are found through teaching practice,and corresponding improvement measures are proposed based on the actual situation of classroom participation and the interview results of teachers and students,which will be tested in the next round of action research.Finally,after the completion of the three rounds of action research,paired sample T test was conducted on the pre-and-post-test data to analyze the effectiveness of problem-oriented junior high school information technology teaching process for improving students' classroom participation,and relevant suggestions were put forward for implementing problem-oriented junior high school information technology teaching process to promote students' classroom participation.In this study,on the theory of predecessors,the teaching process of the problem-oriented junior high school information technology was constructed.Through three-wheel action research,the problem of continuous improvement in teaching,trying to find a more reasonable,effective teaching process to improve junior high school information technology classroom students The extent of participation,promoting the application of problem-oriented teaching in junior high school information technology classrooms,with certain theoretical significance and practical value.