Practice Research On Reflective Teaching Of Middle School Information Technology Curriculum

Reflective teaching,as a teaching mode that emphasizes "reflection + practice",plays an important role in the improvement of classroom quality,the cultivation of teachers’ ability and the cultivation of students’ comprehensive quality.The description of teacher professional growth includes the formula of "teacher growth= experience + reflection" and "excellent teacher = teaching process + reflection".Thus,"reflection" is the only way for teachers to grow up.With the deepening of the country’s reform on education and teaching,a series of documents require the comprehensive development of students’ comprehensive quality education,which puts forward higher requirements for teachers’ professional development and ability improvement.To improve the quality and efficiency of information technology curriculum,it is inseparable from the growth and progress of information technology teachers.However,in the process of professional development of IT teachers,there are often problems such as(1)low reflection effectiveness and insufficient reflection depth.It is difficult to find their own "internal injury",stay on the surface of the problem,but ignore the deeper problems,resulting in the reflection of "empty",teaching and research out of form,and it is difficult to carry out reflection.(2)The teacher’s reflection mode is simple.The survey found that most of the reflections of information technology teachers were "listening to lectures and evaluating lessons" and "reflecting on logs",and they did not try diversified methods.As a result,it was difficult for teachers to find their own problems from more perspectives,resulting in inadequate problem discovery.(3)Teachers have not formed an effective,systematic and continuous mode of reflection.Teachers often conduct classroom review and reflection after class.They often think about problems only by "thinking in their head" and "writing in a journal",and lack of practical verification of problem improvement.All these prove that teachers have not formed a systematic and continuous reflection mode.Therefore,it is particularly important to explore a suitable reflective model for teachers’ growth.The route of this research is as follows: Firstly,"theoretical research" is carried out on three modules of reflective teaching,IT teacher teaching and IT reflective teaching,to understand the connotation of reflective teaching,the existing models and strategies,the existing problems of IT teachers and the current situation of IT reflective teaching,so as to provide theoretical support for the investigation and the construction of this research model.In addition,this study conducted an "investigation" on the current situation of reflective teaching of information technology courses,and found the problems of teachers’ reflection through questionnaire survey,interview and field survey,providing investigation basis for the construction of the model.Based on this,a reflective teaching model of information technology curriculum is constructed.Secondly,the feasibility and effect of the model are tested in practice.Two IT teachers from junior middle school and senior high school are selected to conduct action research and complete the test of the model.Finally,feasible strategies are proposed for the concrete implementation of the model.The main conclusions of this study are as follows:(1)Reflective teaching model plays a positive role in promoting the reflection of IT teachers.It can effectively promote teachers to carry out classroom reflection and improve the quality and efficiency of the classroom.Effectively promote teachers to solve the problem,promote teachers to improve the ability of reflection,and then promote the professional development of teachers;It can also enhance students’ interest,enthusiasm and satisfaction in information technology classroom,so as to promote students’ absorption of information technology knowledge.(2)The diversified ways of reflection are convenient for teachers to try and innovate methods and solve problems from a new perspective,thus promoting teachers to dig and discover their own problems and deepening the depth of teachers’ reflection.(3)Through this model,teachers can cultivate continuous and spiraling reflective ability,forming an effective path and mode of teachers’ reflection.(4)This model is of great significance for novice teachers to find and solve problems,helping information teachers to find and solve problems.The research has the following shortcomings: The samples of the practical research only select two novice teachers from two learning blocks,and the comparison between novice teachers and experienced teachers is not carried out to test the model.