Project-based Learning Design Strategies Research Of High School Information Technology Courses

The development of information technology promotes the construction of digitalization and intelligent society,and puts forward higher requirements for information literacy of new talents.In this context,the Ministry of Education has issued the Information Technology Curriculum Standards for Ordinary Senior High Schools(Revised in 2017 Edition in 2020),explicitly advocating project-based learning,aiming at integrating the construction of knowledge,the cultivation of operating skills and the development of information literacy into the process of students’ independent inquiry and resolution of real problems.At present,the research of project learning of information technology curriculum in senior high school is mainly teaching practice and application research.This paper aims at solving the problems and difficulties in the project-based learning design of high school IT teachers,and explores the design principles,strategies and processes of project-based learning.In this paper,literature analysis and content analysis are used to analyze the relevant documents of project-based learning,and to sort out the research status of project-based learning.Through the interview with the front-line teachers of senior high school information technology,we can understand the teachers’ cognition of projectbased learning.Based on the literature research and current situation investigation,this paper analyzes the case of project-based learning design of high school IT course,and summarizes the effective experience of front-line teachers.Finally,the validity of design principles and strategies is tested by two specific design cases and the practical application and feedback of front-line teachers.The main results of this study are:First,the design principles of project-based learning of high school information technology curriculum are: project content organization principle: structure and authenticity;project activity design principle: inquiry and challenge;project situation creation principle: interaction and support;project result evaluation principle: process and diversity.Secondly,the design strategy and process of project-based learning of information technology curriculum in senior high school are as follows: project content organization strategy:(1)cultivating the core quality of the subject and paying attention to the solution of real problems;(2)focusing on the core concept of the subject and systematizing the organization of project content;the design strategy of project activities:(1)designing the driving problems with exploratory and challenging nature;(2)decomposing the project activities and detailing the phased task objectives;the creation strategy of project context:(1)creating a democratic and dialogic learning atmosphere;(2)building a project-based learning community jointly between teachers and students;(3)designing learning scaffolding to support students’ learning;the evaluation strategy of project results:(1)determining the evaluation goal and content according to the learning requirements and content requirements of the new curriculum standards;(2)adopting a diversified evaluation method for different project results.Thirdly,through the case design and practice of project-based learning,the effectiveness of project-based learning design principles and strategies in high school information technology curriculum is tested.The limitations of this study are: due to the epidemic situation,the author can not personally implement the case in the frontline teaching,the design principles and strategies to be further verified and improved teaching practice.Secondly,the principles and strategies of project-based learning design proposed in this study are mainly aimed at high school information technology curriculum.