Practical Research Of Anchored Teaching To Promote Deep Learning In High School Information Technology Curriculum

With the advent of education informatization and lifelong learning,it has become the top priority of education to learn and master the necessary character and key ability needed by the society.Obviously,the simple and mechanical way of learning cannot meet the needs of social development.As one of the necessary abilities in the21 st century,deep learning is an important way to implement the core quality and process and reflect on knowledge teaching.Therefore,it is necessary to change the teaching mode and try new learning methods to help students transform from shallow learning to deep learning.As a teaching mode based on problem situation,anchored teaching can not only stimulate students’ interest in learning,but also enable students to explore and improve in problems and promote students’ deep learning if it is applied to information technology classroom.Based on literature research method,survey method,action research method and classroom observation method,this study studies whether anchored teaching practice of information technology in high school can promote students’ deep learning.First of all,based on the literature research method,the literature of deep learning and anchored teaching at home and abroad is combed,the development status of deep learning and anchored teaching at home and abroad is clarified,and the theoretical basis of the research is determined.Secondly,based on the compatibility between deep learning and anchored instruction and the characteristics of high school information technology curriculum,the feasibility analysis of anchored instruction promoting deep learning in high school information technology classroom is carried out.Based on the deep learning route and the implementation steps of anchored teaching,the design of anchored teaching process of high school information technology promoting deep learning is constructed,which is divided into three stages and five links: "anchored-unanchored-anchored".Finally,three rounds of action research were conducted on the anchored teaching process design framework constructed to promote deep learning,and after each round of action research,the teaching process design framework was constantly optimized and improved according to classroom observation scale,student interview results and work evaluation results,and teaching reflection was carried out.The deep learning scale was issued before and after the three rounds of action research,and the comparative analysis of the pre and post measurement scale was conducted.Combined with the summary and reflection of the action research,the effect of the teaching process design framework promoting deep learning on the deep learning of students was tested.The results show that the anchored teaching process design of high school information technology to promote deep learning constructed in this study can promote students’ deep learning,and improve students’ deep learning motivation,deep learning investment,deep learning strategy and deep learning outcome.The research has certain enlightenment and reference significance for promoting deep learning teaching in high school information technology curriculum.