A Study On The Teaching Practice Of Project-based Learning To Enhance Information Literacy Of High School Students

In 2017,China’s Ministry of Education issued the General High School Curriculum Programme and Curriculum Standards for Languages and Other Subjects(2017 Edition).The standards are aligned with the comprehensive reform of provincial and municipal college entrance examinations,establishing an intrinsic link between core literacy and curriculum teaching,and condensing the core literacy of each subject for the first time.The fundamental task of the IT curriculum in general high schools is to enhance students’ information literacy in all aspects.As the fourth batch of provinces and regions to start the comprehensive reform of the new college entrance examination,the "new college entrance examination" in Guangxi will be implemented in 2024.In the context of the "new curriculum,new teaching materials and new college entrance examination" in Guangxi,the teaching practice of project-based learning applied to the development of information literacy of high school students is facing new changes.The level of information literacy of the first "New College Entrance Examination" students and how to improve the information literacy of senior secondary students through project-based learning still need further research and practice.Taking the first "New College Entrance Examination" students in Guangxi as the research object,this study focuses on the cultivation of information literacy among high school students and conducts an empirical study on the application of project-based learning to the teaching of high school information technology courses.Three main questions are addressed:(1)What is the current information literacy level of students in the first "New College Entrance Examination" in Guangxi?(2)What adjustments should be made to the existing project-based learning model to improve the information literacy of high school students?(3)How does the adjusted project-based learning model enhance the information literacy of high school students? The study includes four parts:(1)investigate the current information literacy level of students in Guangxi’s first "New College Entrance Examination";(2)investigate the current practice of project-based learning in high school IT courses and design project-based teaching activities for high school IT based on information literacy enhancement;(3)practice and test the effectiveness of project-based learning in enhancing information literacy of high school students;(4)propose strategies to improve the teaching design of high school IT project-based learning.The study relies on constructivist learning theory,"cognition-discovery" learning theory and pragmatic education theory,and uses literature research and interview survey methods to complete the preparatory work for the study.A random sample of 446 "New College Entrance Examination" students was selected to conduct a questionnaire survey,and interviews were conducted with these students and IT teachers to address research question one.Based on the above work,60 students from the first cohort of the "New College Entrance Examination" students were selected as the subjects of the action research and three rounds of action research were conducted to address research question two.Finally,a pre-and post-measurement survey was administered to the participants to address research question three.The study concluded that:(1)There are differences between the levels of the four literacies in the information literacy of the first "New College Entrance Examination" students in Guangxi,and the choice of subjects in the College Entrance Examination did not have a significant impact on their information literacy;(2)For the improvement of information literacy of high school students,the project-based learning model is horizontally divided into three steps: project-based learning preparation,project-based learning process,and project-based learning evaluation.The project-based learning model is horizontally divided into three steps: project-based learning preparation,project-based learning process and project-based learning evaluation,and vertically divided into teacher perspective and student perspective.(3)The adjusted project-based learning model enhances senior secondary students’ information literacy in terms of integration with academic examination revision,overall design of project-based learning tasks,and reasonable allocation of time for theoretical learning and independent practice.The innovation of this study is mainly reflected in the research object innovation of taking students of the first "New College Entrance Examination" in Guangxi as the research object and the research method innovation of using questionnaires to investigate the influence of subject selection direction of the college entrance examination on students’ information literacy.The limitations of the study are the short implementation period,the complexity and diversity of subject selection in the new college entrance examination,the inadequate teaching model based on project-based learning to improve information literacy of high school students,and the single way of measuring information literacy.Finally,the paper suggests strategies for optimising project-based learning and enhancing information literacy among high school students.Theoretical research related to project-based learning and applied research related to information literacy measurement will be the main directions of future research.