Research On Teaching Design And Practice Of Junior High School Information Technology Theme Units

The "Information Technology Curriculum Standards for Compulsory Education(2022 Edition)"proposes to take the core competencies of the subject as the outline to "cultivate students’ correct values,necessary characters and key abilities to adapt to future development".The new curriculum standard also mentions that it is necessary to update teaching concepts,adhere to literacy orientation,deepen teaching reform,and suggest that teachers actively carry out comprehensive teaching activities such as thematic and project-based learning.However,for a long time,most of our information technology classroom teaching is designed according to the lesson time,although the lesson design is conducive to focusing on the knowledge content and targeted practice of a class,but to a large extent,it will lead to narrowing,refinement,shallowness and isolation,which to a certain extent affects the effect of subject education and curriculum education.Therefore,this study adopts the theme unit teaching method,carries out the theme unit teaching design for the junior high school information technology course,and carries out experimental research based on the specific unit teaching cases,in order to provide more specific case reference for related teaching practice,which has certain theoretical and practical significance for the research on the transformation of the teaching mode of junior high school information technology course.This study is carried out from the following four aspects:first,through the literature research method,the core concepts such as unit teaching and thematic unit teaching are defined,and the enlightenment of relevant theories such as constructivism,teaching system and learning by doing is sorted out.Second,through questionnaire survey and interview method,the teaching status and needs of junior high school information technology courses were investigated in the field,which provided a realistic basis for the development of this study.Third,on the basis of the first two aspects,the teaching design of theme units for junior high school information technology courses is carried out.It mainly includes three dimensions:preliminary analysis preparation,mid-term design development,and later practical reflection.The preparatory stage of preliminary analysis mainly includes:focusing on hot topics in science,technology and society,and determining appropriate topics.Analyze course standards,teaching materials,and learning conditions,and reconstruct the teaching content of the unit.Clarify the focus of core competencies and set unit teaching objectives.The mid-term design and development stage mainly includes:decomposing the teaching objectives of the unit and designing the teaching objectives of the lessons;Plan the teaching process of the unit and promote the implementation of core competencies.The later stage of practical reflection mainly includes two aspects:first,teachers conduct critical reflection according to the real classroom teaching situation.Second,teachers conduct summative reflection on the overall teaching situation of the unit and the learning effect of students.Fourth,through the quasiexperimental research method,eighth-grade students from the internship school were selected to design and implement teaching experiments.Finally,through experiments,it is found that this study can help promote students to learn to transfer,and it is conducive to promoting student problem solving.What’s more,it is conducive to promoting students’ communication and cooperation,stimulating students’interest in learning,helping to improve students’ participation in the classroom,and at the same time changing teachers’ traditional teaching concepts to a certain extent.