Desine And Application Of PBL Teaching Models That Promote Deep Learning In High School Informstion Technology Courses

The development of information technology has accelerated the speed of knowledge updating and skill innovation on a global scale.The speed and efficiency of students mastering knowledge also need to improve with the times.In addition to learning and remembering the knowledge in the classroom,without processing and sorting out,migrating and moving the knowledge,and then promoting the solution of problems,the students' learning effect will always be.Staying in the process of quantitative change and failing to achieve qualitative improvement,the development of students will also be limited.If the traditional teaching mode continues to be used in the information technology courses in high school,it will be difficult for students to develop the needs of the times and develop the value of knowledge and information technology itself.Therefore,this paper wants to use digital learning tools and software to solve problems in high school information technology courses,design the design and application of PBL(Problem-based Learning)teaching mode that promotes deep learning in high school information technology courses,and then allow students to achieve deep learning.condition.The PBL(Problem-based Learning)instructional design of this research is the instructional design of problem-oriented learning.It will start from the following points: discuss the research review of "deep learning" and "PBL",expound the concepts,characteristics and connections of "deep learning" and "PBL",combine the occurrence process of deep learning and existing PBL model,analyze the current situation and solution strategies of PBL teaching methods in the teaching of high school information technology courses,design a PBL teaching model that has the characteristics of high school information technology courses and can realize deep learning,and use action research as a method to verify the design of PBL teaching model effectiveness.Taking HL middle school senior one(11)class as the research object,by using the R-SPQ-2F scale to conduct a pre-and post-test questionnaire survey,using the Solo classification theory to analyze the students' works,and at the same time using the students' self-evaluation methods to analyze and compare Changes of students before and after the experiment to verify whether the PBL teaching model can promote the occurrence of deep learning,a 15-week action study was conducted.This study consists of five chapters describing related theoretical and practical research.The first chapter provides an introduction to the research background and current situation,research purpose and method,research content and significance after reading the relevant literature.The second chapter is based on the theoretical concepts of deep learning and PBL,expounds the connection between PBL and deep learning,and introduces the relevant theoretical basis of this research.In Chapter 3,a PBL instructional design model for promoting deep learning is established,and each step in the model is explained and strategies are introduced.The fourth chapter describes the three rounds of action research conducted in the middle school information technology curriculum,and explains the design of each round of research,data analysis,and reflection on action.Finally,a summary and outlook of this study are given.The innovation of this research is to integrate the occurrence process of deep learning into PBL teaching and apply it to high school information technology courses.