Research And Practice On Teaching Strategies For Developing Problem Solving Ability In Junior High School Information Technology Courses

On April 21,2022,the Ministry of Education issued the "Compulsory Education Curriculum Plan and Curriculum Standards",which considers national development,future planning,moral education,and the implementation of quality education."Information technology" has been implemented as an independent curriculum subject,upgraded from the previous local curriculum to the national curriculum,indicating that the pace of information technology talent cultivation in the country is accelerating.At the same time,in the context of vigorously promoting the construction of an innovative country,Cultivating innovative talents with strong problem-solving abilities has become increasingly important.In this process,the responsibility that frontline information technology teachers need to bear is even greater.They not only need to understand the connotation of quality education,establish quality oriented teaching goals,but also change traditional education models.Under the guidance of curriculum standards,information technology classrooms advocate the use of project-based teaching methods,This not only cultivates the development of students’ thinking ability,but also has a certain promoting effect on the improvement of other literacy aspects of students.Therefore,this article uses questionnaire survey methods,interview methods,etc.to explore teaching strategies for improving students’ problem-solving ability.At the same time,it also hopes to have certain reference significance and inspiration for the new generation of people’s teachers.In the early stage of this study,by reviewing relevant references,sorting out the current situation at home and abroad,clarifying the research methods and ideas.At the same time,a survey was conducted on the first grade students of the internship school through the questionnaire star platform to understand the current level of problem-solving ability.Based on the construction basis(curriculum standards,psychological development characteristics,PBL model process),teaching strategies were designed,In the mid-term,quasi experimental research was conducted by setting up control and experimental classes,and relevant data was recorded.In the later stage,project teaching activities were continued according to the project schedule.After teaching,various evaluation tools(survey questionnaires,interview outlines,test questions,SPSS,etc.)were used to analyze and verify the effectiveness of teaching strategies.After the teaching experiment,a total of four conclusions were drawn.Conclusion 1: Compared to the control class,the experimental class showed significant improvement in all dimensions except for the ability to understand and analyze problems;Conclusion 2: Through interviews with experimental class students,it is found that after learning this teaching strategy,students can efficiently use tools and resources to solve problems,improve their behavior performance in information technology classrooms,and develop good learning habits;Conclusion 3: In terms of project completion,the students in the experimental class were higher than the control class in terms of group participation rate,project completion rate,and excellent project rate.At the same time,in the work evaluation table,the experimental class scored higher in all indicators and overall scores than the control class;Conclusion 4: From the results of the test questions,it can be seen that the experimental class performs better than the control class.It is evident from the above conclusion that the teaching strategies adopted by the experimental class are very effective in developing students’ problem-solving abilities.