Research On The Design Of Evaluation Gauge For Information Technology Project-based Learning In Senior High School

In 2017,the information technology curriculum standard for senior high schools put forward a series of suggestions and requirements on the teaching,evaluation,and development and utilization of curriculum resources.The curriculum standard pointed out that teachers should use a variety of evaluation methods according to the teaching process and combine a variety of evaluation dimensions to evaluate the students' learning process,which is not only to master the students' subject knowledge,Students' comprehensive ability should also be evaluated.As a subject with strong operability and practicality,information technology,a new teaching mode of project-based learning,meets the requirements of quality education being advocated at present,makes students become the main body of learning,guides and organizes students to study under the task drive.Therefore,the research on the evaluation of information technology project-based learning in senior high school conforms to the development of information technology education and has certain research value.Based on the analysis of high school information technology core literacy and project-based learning,this study mainly adopts the interview method and Delphi method as research methods.According to the investigation and analysis of the current situation of high school information technology project-based learning evaluation,it finds out the existing problems and aspects that need to be improved,designs a gauge that can reasonably and comprehensively evaluate project-based learning,and evaluates students from the two aspects of inquiry learning process and project results,Consider the development of students' subject literacy and comprehensive ability.First,through the research background analysis of the necessity of learning evaluation,the requirements of the new curriculum reform for learning evaluation reform and the demand of information technology for project-based learning evaluation,the research problems are determined;By analyzing the research status of project-based learning evaluation and information technology learning evaluation,this paper expounds the concepts of information technology learning evaluation,project-based learning and gauge,takes constructivism learning theory and multiple intelligences theory as the theoretical basis of the research,and determines the main content of the research;Second,through interviews with front-line teachers,analyze the current situation,existing problems and areas that need to be improved of information technology project-based learning evaluation in senior high school,and understand the relevant suggestions of front-line teachers on the design of information technology project-based learning evaluation gauge and their expectations for evaluation,so as to provide ideas and reference for the design of project-based learning evaluation gauge;Thirdly,through the analysis of project-based learning and the combination of learning process,the content of project-based learning evaluation is determined,including the evaluation of defining projects,formulating plans,exploring activities,making works and sharing results through teacher evaluation,self-evaluation and mutual evaluation,which is summarized as the evaluation of collaborative problem-solving process and the work evaluation of phased learning results,and the evaluation latitude and content are finally determined by two rounds of Delphi method;Try the designed project-based learning evaluation scale in classroom practice,and explore the effectiveness and operability of the implementation of project-based learning evaluation gauge in high school information technology project-based learning through interviews with teachers and students.Through the design and research of project-based learning evaluation gauge in senior high school,the results show that it can fill the deficiency of project-based learning evaluation to a certain extent,pay attention to the evaluation of learning process and diversified evaluation,and make the learning evaluation of students more comprehensive and effective.Through the feedback of teachers and students,it can also be seen that the improved learning evaluation can improve students' learning interest and standardize students' learning behavior compared with the original evaluation,so as to improve the quality of teaching.