Learning Narrative Promotes High School Information Technology Curriculum Practical Study Of Deep Learning

With the rapid development of the intelligent information age,China's basic education curriculum has embarked on the journey of comprehensive reform.High school information technology is a highly contemporary course,which is the concentrated embodiment of information change and technological progress.How to find reasonable and effective learning methods on the basis of grasping the characteristics of the subject and to achieve a deep learning state is one of the important topics for the majority of educators.Since the narrative theory was introduced into China in the 1980 s,the domestic research on narrative is in the ascendant.With the prominent subject position of learners,students 'learning narrative has quietly occupied a place in education,providing a new thinking direction for students' deep learning.Based on this,this research focuses on the practical research of learning narrative to promote deep learning in high school information technology,centering on the two core issues of "whether learning narrative can promote students 'deep learning" and "from what dimensions can learning narrative promote students' deep learning".First,on the basis of reading a large number of literature,the connotation of deep learning and learning narrative is studied,and the internal correlation between deep learning and learning narrative is sorted out.Second,through the teaching characteristics of high school information technology and curriculum content characteristics,analyzes the learning narrative in high school information technology curriculum,and high school information technology course students thinking foundation,appropriate teaching content,provides the digital information processing platform,has the feasibility of learning narrative.Thirdly,the implementation strategy of learning narrative in high school information technology is formulated from three stages: learning narrative preparation,learning narrative development and learning narrative implementation.Finally,use questionnaire survey method,content analysis method and interview method in a school class to carry out teaching practice.Students' deep learning level is pretested by a questionnaire before the formal start of the practice.In practice,the text data of students 'learning narrative and comments on peers' learning narrative are collected to promote the depth learning of learning narrative and the depth of interaction when students discuss about learning narrative.After the practice,the students 'deep learning level was postmeasured,the changes of the students' deep learning level were compared and analyzed,and the students were interviewed to get the students' acceptance of the learning narrative.Research shows that after the teaching practice of high school information technology course deep learning level has significant improvement,and in the depth of deep learning,knowledge construction,transfer application,critical thinking,problem solving dimensions are reflected,including students more from the depth of this dimension reflects the state of deep learning.Students are willing to examine their own learning process through learning narratives,and have the willingness to interact with their peers about learning narratives.Although influenced by the subjective and objective factors,on a whole,the mutual communication between learners did not achieve deep interaction,but for individual learners,this study of learning narrative effect in promoting deep learning in high school information technology courses,to learn narrative frontline teachers provide lessons.