Research On Stratified Instructional Design Of Information Technology Course In Junior Middle School For Effective Instruction

The reform of elementary education attaches great attention to learners' development and personality differences in order to improve the quality of instruction,which puts forward new requirements and challenges for front-line practitioners to change their instruction methods,to design and implement effective differentiated learner-centered instruction.Through classroom observation,interviews and literature research,this study found that there are the following problems in junior high school information technology instruction: the level of information technology of students varies greatly;the instruction is simple and mechanized,the method is uniform,and the differences of students are not considered in teaching and learning process.Some instruction methods and strategies cannot meet the individual needs of junior high school student' information technology learning,resulting in the problem of “inefficient” or even “ineffective”.In view of the problems above,further interviews with teachers and students are carried out,with the result that some information technology teachers ignore the differences of students with the over mechanized design and implement for the instruction,and do not take into account the characteristics of the environment,resources,objectives,etc.This study combines instruction practice and theoretical research to summarize the principles of individualized instruction,bottom-up principle,invisible stratification principle,step-by-step principle and subjectivity principle of stratified instruction design for effective instruction,based on which,under the guidance of effective instruction theory and stratified instruction theory,the instruction elements of information technology are proposed,and the stratified instruction design for junior high school information technology courses is implemented and verified.Quasi-experimental methods were used to verify the effectiveness of the design,and students were tested for information technology proficiency,and classroom observation before and after the implementation of the instruction.Through the comparative analysis of the data,it is found that the information technology level of students in the experimental class who carry out stratified instruction has been significantly improved,the effectiveness of teacher' instruction behavior and the effectiveness of student' learning behavior have been improved,and the main teaching behavior,auxiliary teaching behavior and classroom management behavior of teachers have reflected the improvement of teaching efficiency,that is,the stratified instruction design of junior high school information technology courses oriented to effective instruction in this study helps to improve the information technology level of students,improve the effectiveness of teaching behavior and learning behavior,and promote the development of all students.This study can further enrich the theory of differentiated instructional design and the instruction theory of information technology curriculum,and provide reference for junior high school information technology teachers to achieve effective instruction through stratified instruction design.