Practical Exploration Of Interdisciplinary Thematic Learning Of Information Technology In Junior High School Under The Guidance Of New Curriculum Standards

The rapid development of Artificial Intelligence,Internet of Things,Big Data and other technologies has brought great changes to human society,and also put forward higher requirements for school education.With the promulgation of the Information Technology Curriculum Standards for Compulsory Education(2022 Edition),the information technology curriculum is independent from the comprehensive practical activity curriculum,reflecting the high importance of the country to the information technology curriculum.And all kinds of schools at all levels have also started the path of reforming traditional teaching.As one of the highlights and difficulties in the Information Technology Curriculum Standards for Compulsory Education(2022Edition),interdisciplinary thematic learning plays an important role in strengthening interdisciplinary links,cultivating students’ literacy,and promoting curriculum development.Under the background of the introduction of the new curriculum standards,“How to design interdisciplinary thematic learning of information technology in junior high school?”“How is the effect of interdisciplinary thematic learning?”and other issues affect the implementation of information technology curriculum,and become a common concern of researchers and front-line teachers.Guided by the theory of multiple intelligences,the concept of authentic learning,and the theory of learning transfer,this study,based on the survey of the current situation of teachers’ teaching and students’ learning in schools,combined with the analysis of the requirements of curriculum standards,discipline characteristics,student foundation,and on the basis of the principles of compatibility,appropriateness,integration,practicality,subjectivity,development,and situational,designs the design process of interdisciplinary thematic learning in junior high school,which consists of eight links:analyzing the needs of interdisciplinary thematic learning,determining interdisciplinary themes,organizing interdisciplinary thematic learning content,formulating interdisciplinary thematic learning objectives,developing interdisciplinary thematic learning resources,creating interdisciplinary thematic learning situations,designing interdisciplinary thematic learning activities and designing interdisciplinary thematic learning evaluation.According to this process,three interdisciplinary thematic learning cases are designed and applied to the teaching practice of information technology curriculum in junior high school,which is expected to cultivate students’ core literacy of information technology and interdisciplinary literacy and further improve the learning effect of the course.The research methods used in this thesis are mainly literature research method,survey method and educational experiment method.First,through reading and sorting out relevant domestic and foreign literature,summarized the domestic and foreign research status of interdisciplinary learning,thematic learning and interdisciplinary thematic learning,defined the concepts of information technology curriculum,interdisciplinary thematic learning,core literacy of information technology,and interdisciplinary literacy according to relevant research,and deeply analyzed the relevant contents of the Information Technology Curriculum Standards for Compulsory Education(2022 Edition),so as to provide support for theoretical design and teaching practice;Second,in order to accurately grasp the current situation of teaching and learning in junior high school information technology curriculum,interdisciplinary thematic learning and other aspects,understand the actual needs of teachers and students,and provide a basis for subsequent research,this study used questionnaire and interview methods to carry out surveys and conduct detailed analysis;Third,in Licheng District A School of Jinan City,two natural classes with the same initial level of Grade 8 were selected as the experimental class and the control class.The single-factor non-peer group pretest and post-test experimental model was adopted to apply the design process and cases of junior high school information technology interdisciplinary thematic learning guided by the new curriculum standards to the experimental class teaching.The routine teaching was carried out in the control class,and 22 information technology courses were carried out respectively.After the experiment,the differences between the pretest and post-test data of the questionnaire,final test scores and the scores of the classroom performance were analyzed,and the student interviews were conducted to verify the experimental hypothesis.The experimental result showed that the implementation of the interdisciplinary thematic learning of information technology in junior high school under the guidance of new curriculum standards can effectively improve the level of students’ core literacy of information technology and interdisciplinary literacy,and further improve the learning effect of information technology curriculum in junior high school.Finally,based on the teaching practice,this study summarized the experience of practical exploration from both teachers and schools,reflected and expounded the shortcomings of this study in sample selection,experimental period,teaching experience,data acquisition and other aspects,and looked forward to future research.