Research On Teaching Practice Of Information Technology In Senior High School Based On Mastering Learning Theory

In recent years,with the transformation from computer-centric to Internet-centric and then data-centric,the rapid development of an information-based society and the widespread promotion of information technology education in primary and secondary schools,the level of information technology construction in China’s schools is constantly improving.Information Technology is a basic course that keeps up with the development of the times,is close to the needs of students and adheres to the educational ideology of moral education.It aims to comprehensively enhance students’ information literacy and help develop the basic skills and qualities they need to survive in an information-based society.Due to the influence of factors such as teaching environment and family conditions,students enter senior secondary school with varying levels of IT cognition and show a wide range of learning motivation.It has become an important task for basic education to enhance students’ basic information literacy,consolidate and strengthen their basic subject knowledge and skills,and improve their motivation to learn as a whole.The study focuses on the senior secondary IT curriculum,summarises the current development of mastery learning theory and related research results at home and abroad,sorts out the relationship between the compulsory senior secondary IT curriculum and mastery learning theory,and defines "mastery learning","learning motivation" and "project-based learning".It defines the core concepts of "mastery learning","learning motivation" and "project-based learning",takes mastery learning theory,cognitive-discovery theory and constructivist learning theory as the theoretical guidance,and uses Compulsory 1 "Data and Computing" in the senior secondary IT curriculum as the main content of teaching practice.The main content of this study is "Data and Computation".Two parallel classes in a general high school in city G were used as experimental subjects to implement the teaching model based on mastery learning theory for the experimental classes.Before the implementation of the case,questionnaires,interviews and diagnostic tests were used to understand the current teaching situation of the high school IT course in the experimental school,to check the students’ prior cognitive level,and to select the experimental subjects based on the analysis results of the pre-test data.After two rounds of experiments,students’ learning motivation,subject core literacy and students’ cognitive mastery were tested again and the relevant data were collected.The questionnaire and test data were statistically sorted and analysed using SPSS software to verify the effectiveness of the constructed teaching model in improving cognitive mastery,students’ learning motivation and subject core literacy.The results of the study showed that more than 80% of the students in the experimental class met the mastery learning standard,and their test scores and questionnaire results were significantly different from those of the control class;the teaching model of the compulsory senior secondary IT course based on mastery learning theory could improve students’ cognitive mastery level,students’ learning motivation and core literacy to a certain extent.