Research On The Interactive Design And Effect Of High School Information Technology Classroom Based On Academic Cas

In 2019,the CPC Central Committee and the State Council issued the "China Education Modernization 2035" document,advocating for teachers to use various methods such as heuristic,exploratory,discussion-based,and participatory teaching to improve classroom interaction,enrich and innovate curriculum forms.From existing research,the high school information technology curriculum emphasizes theoretical knowledge,has complex content,and faces difficulties in maintaining student interest,with less classroom interaction,single interaction forms,and lower satisfaction levels.Learning cases,as a carrier of teacher-student interaction,can help students build a visual learning framework,promote the classroom to become a symbiotic place for teacher-student interaction,and facilitate the implementation of core competencies.Therefore,this study aims to explore the teaching process that improves high school information technology classroom interaction by designing around learning cases,continuously optimizing classroom teaching.This study utilized research methods such as literature review,classroom observation,action research,questionnaire survey,and interviews to investigate the following four aspects:(1)Reviewing relevant literature on learning plans and classroom interaction,it was found that learning plans have created new symbolic meanings for students’ real participation in learning.As their application in information technology subjects is limited and there are shortcomings in high school information technology classroom interaction,learning plans were attempted to be applied in information technology subjects and used as a scaffold for classroom interaction.(2)Clarifying the characteristics of information technology subjects and the requirements for developing learning plans,and combining the basic process of classroom interaction teaching,a teaching flow for enhancing high school information technology learning plans for classroom interaction was designed.(3)To explore its impact on classroom interaction,a student satisfaction survey questionnaire,test questions for student learning outcomes,and interview notes were developed using a coding system for interactive analysis based on learning plans adapted from the information technology-based interactive analysis coding system.(4)Using the learning plan-based high school information technology classroom interaction process,three rounds of action research were conducted with the students of Class 10 at L High School,and the experiential results of each round of learning plans were summarized to improve the teaching process of high school information technology subjects using learning plans as interactive texts.Research has found that implementing high school information technology teaching processes based on learning plans can enrich teacher-student interaction,improve the effectiveness of interaction,promote student learning behavior,and transform the relationship between teachers and students.However,during practical implementation,some problems and challenges were encountered,such as a single type of learning plan design,insufficient evaluation methods for interactive effects,and incomplete process design.Therefore,recommendations for improvement have been proposed,including promoting the digitization of learning plans,optimizing case design,improving classroom interaction evaluation mechanisms,and strengthening teacher training,in order to further enhance classroom interaction.