Research On Promoting In-depth Learning Strategy Of Information Technology Curriculum In Senior High School

In the 21 st century,the society began to develop rapidly,and put forward more requirements for the cultivation of talents.Future illiterates are no longer illiterate people,but people who have not learned how to learn.Therefore,the future education needs to train students to learn how to learn.The proposal of core literacy requires that students should have the necessary character and key ability to meet the needs of lifelong development and social development.The subject of information technology needs us to reform the teaching paradigm,guide students to deeply understand knowledge,actively learn and apply knowledge,and make learning a booster for students’ development.At this time,deep learning has been a hurricane in the field of education,and the heat remains high.Deep learning focuses on understanding,maintains critical thinking for new knowledge and new skills,and does not blindly follow.In the process of learning,they will communicate new knowledge with old knowledge,incorporate it into the original cognitive structure,and combine their own thinking to apply new knowledge to new life situations and solve problems.Therefore,the educational concept of deep learning is consistent with the concept of talent training in the current environment,which is not only the need of the development of the educational era,but also the origin of the research.This paper combs a series of studies on deep learning at home and abroad,grasps the connotation and characteristics of deep learning,and investigates and analyzes the current situation of deep learning of information technology discipline of senior high school students by using questionnaire survey and classroom observation.It is found that although students tend to deep learning in the learning of information technology courses,they do not perform well in some aspects of deep learning.Based on the survey results,actively conceive teaching strategies and carry out experimental verification.Based on constructivist learning theory and meaning learning theory,this paper constructs a process model of deep learning.Taking two classes of students in F middle school in Hohhot as the experimental object,the teaching of information technology course is carried out,and the evaluation mechanism is introduced to test the effect of this teaching experiment.After two months and five main units of teaching,the teaching experimental results show that the performance of the control class is better than the experimental class,and there are significant differences in data,which proves the effectiveness of teaching strategies and can promote students’ in-depth learning.