Research On The Design Of Situation Introduction In Junior High School Information Technology Curriculum

In the latest information technology curriculum standards,it is required to focus on cultivating students’ scientific spirit and technological ethics awareness in information technology courses,and enhancing students’ autonomy in the learning process.Therefore,in the process of information technology classroom teaching,it is necessary to permeate the cultivation of students’ scientific spirit and independent consciousness.This study is dedicated to the design of situational introduction,which enhances students’ classroom initiative in the introduction process and permeates the cultivation of students’ scientific spirit.The main research methods used in this article include literature review,interview,survey research,and design based research methods.The research content of this study mainly includes: the current research status of situational teaching at home and abroad,as well as the application of situational introduction in various disciplines;The concept of situational teaching and situational introduction;The theoretical basis and design principles for introducing design scenarios;Before the start of the research,conduct a questionnaire survey and expert interviews on the current application status of situational introduction in information technology;Summarized the existing common types of context import and designed the commonly used context import in information technology;Select the designed scenario import and conduct a design based practical research based on the life based scenario import designed in the "Scale and Coding" module of the seventh grade information technology of the People’s Education Press.The specific practical process of this study can be divided into three rounds.Before the start of the first round of practical teaching,the author introduced the designed scenario to the frontline information technology teachers of junior high school for review.After reviewing,the teachers proposed corresponding modification suggestions for the designed scenario introduction.The author modified the scenario introduction designed for this lesson based on expert opinions.After the modifications were completed,the author conducted a course lecture on "Scale and Coding".At the end of this class,students completed a self-assessment scale to evaluate their mastery of the imported knowledge.Through students’ self-evaluation,the effectiveness of situational introduction in this class was reflected.After the end of this class,the teacher based on the learning task list filled out by the students,the student self-assessment scale,and the teacher’s observation of students’ performance in class,Through teaching reflection on the introduction process of this lesson,the accuracy rate of filling out the student’s learning task sheet was 63%.After this round of teaching practice,it was found that if the student self-evaluation scale was filled out after class,it presented an evaluation of the overall performance of the students in this lesson and could not provide good feedback on the performance of the students in the context introduction process.Therefore,in the second round of practical research,The author advanced the completion time of the student self-evaluation scale to the end of the classroom scenario introduction,in order to better measure the effectiveness of scenario introduction.After completing the modifications,the author conducted the third round of practice in this study.In this round of practice,the author guided students to complete the self-assessment scale at the end of the introduction.The creative application of the student self-evaluation scale in this article at the end of the course introduction can better measure the effectiveness of the introduction in this lesson and reduce the interference of other factors in the teaching process on the evaluation of the introduction effect.Finally,the author provided a summary and outlook for this study,hoping to continuously improve in the subsequent research process.This paper shows that the application of situational introduction in information technology classrooms can effectively capture students’ attention,increase their classroom participation,and enable them to better participate in classroom learning.