Research On The Promotion Strategy Of High School Students’ Digital Learning And Innovation Literacy

In September 2016,Chinese Students’ Development of Core Literacy was officially released,setting off a research upsurge of core literacy in China.In 2017,the Information Technology Curriculum Standards for General High Schools clearly established digital learning and innovation literacy as one of the four core literacy of high school information technology disciplines.Consequently,digital learning and innovation literacy are regarded as has the key literacy that high school students should have after learning high school information technology courses and the starting point and end point of high school information technology teachers’ information technology teaching activities.Based on this,the research comprehensively uses the literature research method,questionnaire survey method,interview method and teaching experiment method to investigate the current situation of high school students’ digital learning and innovation literacy level,and to deeply explore the improvement strategies of high school students’ digital learning and innovation literacy in order to provide high school information technology teachers and other researchers with theoretical guidance and practical experience.This research consists of parts: The first part is the introduction,which introduces the research background,purpose and significance,clarifies the research method,content and ideas,proposes research innovations and completes the domestic and foreign literature review.The second part defines the relevant core concepts and explains the theoretical basis of this research.The third part applies questionnaires and interviews to investigate and analyze senior high school students’ current situation of their digital learning and innovation literacy.The fourth part explores the strategies for improving high school students’ digital learning and innovation literacy from four dimensions,including cognition,emotion,application,innovative thinking and skills.Then the proposed strategy is applied to the high school information technology teaching case,and finally the teaching experiment is carried out.The fifth part summarizes the achievements of this research,reflects on the shortcomings,and makes an outlook for further research in the future.Based on the above research work,this research has obtained the following research results:There are problems in high school students’ digital learning and innovation literacy: 1.Cognitive dimension:High school students’ basic theory of digital learning and innovation literacy is weak;information technology subject is in a marginal position in other subjects of primary and secondary schools.2.Emotional dimension:Information technology teachers in high school do not fully promote teaching democracy;high school students are not motivated to learn in the digital environment.3.Application dimension: It is difficult for high school students to adapt to the new teaching methods in the digital learning environment;it is difficult for high school students to fully develop their comprehensive information technology capabilities.4.innovative thinking and skills dimension: Teachers’ teaching methods and teaching evaluation system are too monotonous;high school students’ innovative thinking and creativity need to be improved.According to the existing problems,this research propose targeted improvement strategies: 1.Cognitive dimension: Strengthen high school students’ understanding of the basic concepts of digital learning and innovation literacy;improve the status of high school information technology courses,and clarify the education value of information technology disciplines.2.Emotional dimension: Promote teaching democracy,and build a new teacher-student relationship advocated by the new curriculum standard;establish a scientific and diverse evaluation system,and adopt a variety of teaching methods.3.Application dimension: Create a digital learning environment to promote the internalization and transfer of students’ knowledge and skills;use project-based teaching to promote the development of students’ comprehensive ability in information technology.4.Innovative thinking and skills dimension: Develop students’ creative thinking based on the problem-solving model;encourage students to develop digital resources independently or cooperatively,and improve students’ innovative ability.