The Ministry of Education issued the "Opinions on Comprehensively Deepening the Curriculum Reform and Implementing the Fundamental Task of Cultivating Moral Talents",which clearly stated that the formation of the key competence system for students’ development should be the primary link,and various disciplines have launched the training of key competence;In order to cultivate high-quality talents who can adapt to the development of the information society,Shandong Province proposed in the "14th Five-Year Plan" education development plan to cultivate students’ information competence through innovative teaching methods.However,the current teaching methods of information technology in primary schools There are still many problems.Many teachers still teach according to the "units" and "class hours" arranged in the textbooks.This teaching method ignores the internal logic between knowledge and cannot grasp the textbooks as a whole,which is not conducive to teachers’ teaching ability.The improvement of students’ knowledge is not conducive to students’ overall grasp of knowledge,and will eventually have a negative impact on the improvement of students’ knowledge transfer ability and the formation of key competence.Therefore,it is urgent to carry out teaching reform.In order to cultivate the key competence of students,the large-unit teaching design is proposed.The large-unit teaching design is based on the correlation between knowledge points,and the teaching materials are re-integrated.By providing real situations,students can learn through cooperative inquiry in the classroom.To solve problems,it can not only cultivate students’ independent inquiry ability,but also improve their knowledge transfer ability.Carrying out large-unit teaching in primary school information technology courses can not only cultivate students’ key competence,but also enrich primary school information technology teaching theories and improve teachers’ teaching ability.Under the guidance of the Tool User Model Theory,Ausubel’s Meaningful Learning Theory,Gestalt Psychology and Embodied Cognition Theory,this research is based on the requirements of the primary school information technology curriculum standards,the characteristics of the primary school information technology subject and the development of students.Key competence,theoretically analyzes the teaching design of primary information technology units for technology application competence,and demonstrates the relevance of primary information technology subjects and students’ development of key competence "technology application",and the necessity of primary information technology unit teaching design,feasibility and principles,and then design a large-unit teaching design process for technology application competence primary school information technology and apply it to primary school information technology classroom teaching,with the purpose of cultivating students’ technology application competence.This research mainly adopts educational experiment method,questionnaire survey method,literature research method,interview method and classroom observation method as the main methods.The experiment adopts a single-factor non-equivalent two-group pre-and postexperimental model to verify the teaching effect of the large-unit teaching design,and selects two classes with basically the same level in the sixth grade of primary school as the experimental class and the control class.Class hour teaching design is used for teaching,while the experimental class is taught by large unit teaching design.Before and after the teaching experiment,the students’ technical application competence was tested through the experimental scale,and the students’ actual performance was observed during the teaching process.Finally,statistics,analysis and comparison of experimental data are carried out,combined with the analysis of classroom observation results and interviews with students to verify the effectiveness of large-unit instructional design in cultivating students’ technical application competence in primary information technology classrooms.Through statistical analysis of the research data,the following conclusions are drawn: The large-unit instructional design of information technology in primary schools for technology application competence proposed in this study can significantly improve students’ technology application competence and improve the quality of classroom teaching. |