Research On Students' Learning Autonomy Under Experiential Learning Mode ——Take The Information Technology Course Of Junior Middle School As An Example

On the road of continuous social progress and progress,there is also the vigorous development of information technology.The development of information technology also puts forward higher requirements for the information literacy,learning ability and other aspects of contemporary student groups.As a discipline category,it has the nature of comprehensive practice and discipline characteristics,and requires students to continuously improve their practical operation level,various analysis and problem-solving abilities in learning.Therefore,only when students actively participate in the overall teaching activities as the main body of teaching activities and continuously improve their autonomous learning ability,can they really have a good information technology class,which is inseparable from the creation of a certain situation in the classroom Innovation in form,rational application of teaching mode,etc.Therefore,this study is based on the important theoretical basis of experiential learning theory and constructivist learning theory,draws lessons from David Cooper's "experiential learning circle" into the teaching mode of information technology discipline,designs and formulates relevant teaching strategies from the purpose,in order to improve students' learning autonomy in information technology discipline,and then skillfully introduces this teaching strategy into classroom teaching activities for implementation,Finally,the teaching practice effect of truly improving students' learning autonomy in subject learning will be realized.The work details of this study include the following aspects.Firstly,by combing and reading a large number of documents and materials,the subject of this study is finally positioned as: the research on students' learning autonomy under the experiential learning mode--Taking the information technology curriculum of junior middle school as an example.Through the study of a large number of documents,this paper expounds the research background,theoretical basis,relevant concepts and the methods and ideas needed in the curriculum practice research.Secondly,targeted interviews were conducted with teachers and students of information technology in junior middle school.At the same time,a questionnaire survey is used to investigate the level of learning autonomy of junior middle school students at this stage,and SPSS software is used to reasonably test the collected data,so as to get an objective reflection from the data measurement results and provide strong theoretical support for the follow-up implementation of classroom inquiry.According to the established relevant teaching basis and strategies,this paper designs and constructs an adaptive classroom teaching strategy of information technology in junior middle school under the experiential learning mode.Finally,the designed teaching strategies are effectively implemented,and the quasi experimental research method is used to carry out the teaching implementation process for a period of time for the students in the second semester of Grade 8 of junior middle school.The situation of students' learning autonomy is compared and analyzed before and after,and the effect is verified.The relevant data of students' performance in multiple dimensions are studied and analyzed,The final experimental research conclusion is that the teaching strategies proposed in the teaching of information technology with the help of experiential learning theory can help students improve their learning autonomy to a certain extent.