Research On The Design And Practice Of Project-based Learning For Cultivating Problem Solving Ability

The international community has been greatly concerned by the lack of problemsolving abilities in traditional education due to the advancement of technology,and governments have implemented policies to better the problem-solving capabilities of primary and secondary school pupils.In the 21st century,problem-solving has become a paramount concern for global primary and secondary education reform.As the times have changed,problem-solving skills have become an important basis for evaluating students’ abilities.Consequently,the cultivation of students’ problem-solving aptitude has become a pressing issue.In response to the national call,the primary and secondary education sector is actively reforming the traditional teaching model to improve students’ problem-solving skills.In the 2020 revised version of the "Information Technology Curriculum Standards for Ordinary High Schools",it is also pointed out that the curriculum emphasizes both theoretical learning and practical application,and encourages students to learn and practice in a digital environment through rich and diverse task contexts;The course advocates a project-based learning approach,integrating knowledge construction,skill development,and thinking development into the process of using digital tools to solve problems and complete tasks,with the goal of solving practical problems and completing tasks,to improve students’ learning outcomes.How to use project-based learning to cultivate students’ problem-solving abilities will become the focus of this study.The aim of this study is to explore how project-based learning can be integrated into high school information technology classrooms to improve students’ problem-solving abilities,and to achieve this goal through activities.This paper,utilizing the literature research method,summarizes the domestic and foreign research status of problem-solving ability,project-based learning,and high school information technology education,elucidating the research purpose and summarizing the research content.Moreover,it elucidates the key concepts and the pertinent theoretical basis,thereby establishing a solid theoretical base for future research.(1)The primary research contents of this study are as follows:(2)(3)A thorough examination of the current state of project-based learning in the information technology class of senior high school has been conducted to gain insight into the comprehension and utilization of project-based learning by the current instructors,as well as the students’ requests for the information technology class teaching technique and the approval of project-based learning.This lays the foundation for designing the teaching process framework of project-based learning later.(4)Based on relevant theories,this study used the five stages of "discovering problems,analyzing problems,formulating solutions,solving problems,and verifying and reflecting" as the guiding framework for problem-solving ability cultivation,and designed a project-based learning flowchart centered on students,with information technology classes as the carrier,and based on the implementation of project-based learning.(5)High school information technology classes were given a project-based learning flowchart,designed for them.After a semester of quasi-experimental research,it is found that:(1)(1)The instructional design of project-based learning effectively enhances students’ problemsolving ability,increases their confidence in solving problems,and promotes a proactive attitude towards challenges.(2)Students’ attitudes towards information technology courses have significantly improved,from disinterest in the past to eagerly anticipating and now actively participating in class,demonstrating great enthusiasm and motivation.(3)After the independent sample T test,the final scores of students have significant differences.After a semester of project-based learning,the class scores are significantly better than those of the traditional lecturing class.Project-based learning’s teaching method not only enhances students’ problem-solving aptitude,but also heightens teachers’ classroom teaching effect-a fact that can be seen.(4)In addition,driven by the project tasks,the quality of students’ works is also gradually improving.To conclude,the project-based learning design for honing problem-solving abilities proposed in this research has been demonstrated to be highly practicable in actual teaching.This study has improved the quality of information technology classroom teaching to some extent.Furthermore,it has helped teachers gain a more thorough understanding of project-based learning and provided a reference for teaching in other schools and regions,thus having some theoretical value for future practical research on using project-based learning to enhance students’ problemsolving abilities.