A Study On The Application Of Flipped Classroom In Secondary Information Technology Course

The latest 2022 edition of China’s Information Technology Curriculum Standards for Secondary Vocational Technical Schools indicates that the subject of Information Technology focuses on the development of four core literacies: information awareness,computational thinking,digital learning and innovation,and information social responsibility.Among them,digital learning and innovation refers to the ability of individuals to complete learning tasks and form innovative works by assessing and selecting common digital resources and tools,managing the learning process and learning resources effectively,and solving problems creatively.At present,the current situation of teaching IT course in secondary school is: a.In order to have a more rigorous and reasonable curriculum planning,most of the secondary school classrooms have theoretical courses and corresponding practical courses in their class schedules.In the way of teaching,teachers usually focus on lecture method in the theoretical classroom,while the practical exercises are divided into a separate course,and there is an interval between the two,which easily causes the disconnection of knowledge.Second,from the viewpoint of the effect of classroom teaching,most secondary courses do not have a complete system of regular examinations to test the learning results,and this teaching method will to a certain extent limit the development of students’ digital learning and innovation ability.In this paper,literature research method,character interview method,student questionnaire method are used to determine the theoretical basis throughout the study with action research method as the main focus.For this purpose,the following steps were taken to work step by step:First,the research materials were used to explain the background,purpose and importance of the study,to interpret the relevant literature to provide a framework for it,and to provide an overview of digital learning and innovation core literacy at home and abroad.Second,the key concepts such as "digital learning and innovation" and "flipped classroom model" were explained one by one,and the meanings of three theoretical foundations,namely,constructivist learning theory,motivational attribution theory,and multiple intelligence theory,were elaborated.Third,a questionnaire survey was conducted to investigate the current teaching situation of IT in computer courses and the basic situation of digital learning ability and innovation ability of the research subjects,using teachers and students in secondary schools in Nanning,Guangxi,for subsequent data processing and analysis.Fourth,this study takes the flipped classroom learning theory as the guiding idea and combines the teaching process of task-driven learning to develop strategies to improve the digital learning and innovation ability of secondary school students.Fifth,an activity study was conducted with the students of Nanning First Vocational and Technical School,Class2022,majoring in automobile repair.Through action research,the three aspects of pre-class,inclass and post-class were effectively integrated and connected to finally determine the strategies to improve the digital learning and innovation ability of secondary school students.Sixth,the effect of improving students’ digital learning and innovation ability is tested by distributing questionnaire scales and collecting the number of students’ related homework works.Finally,the study will reflect on the future research directions.The findings of this study are as follows.The use of the task-driven teaching model and the flipped classroom model in the classroom is a far-reaching teaching reform that has contributed to the digital learning and innovation core literacy of students.In this paper,the "flipped classroom-task-driven teaching model" is applied to the "Information Technology" course,with theory as the source of motivation and a reasonable and scientific teaching plan as the support to implement teaching and research activities,always in the three directions of "before and during and after class".The course completed the project tasks.Through practice,we found that the experiment can improve students’ digital learning and innovation ability,which provides a new basis and reference for secondary school teachers’ teaching in computer courses.