A Study Of Teachers’ Instructional Input Strategies In Project-based Learning Of Information Technology In Primary School

In the compulsory education curriculum program and curriculum standards(2022 edition),the training objectives of the IT curriculum are improved and project-based learning activities are proposed.Applying them to elementary school IT teaching not only facilitates students’ efficient understanding and mastery of IT knowledge,but also improves students’ organizational and collaborative skills,thinking and logical abilities,and promotes students’ access to all-round development.The cultivation of students’ knowledge and skills and the improvement of information literacy cannot be achieved without teachers’ teaching.Teachers are required to pay attention to IT teaching and continuously improve their own teaching literacy,and at the same time,they should promptly change their obsolete teaching concepts,while the use of teachers’ teaching methods will,to a large extent,directly affect the effectiveness of classroom teaching.The proposal of project-based learning provides a new way for teachers to implement classroom activities.Teachers’ input in teaching is an effort to improve the quality of teaching,so that students can learn more knowledge and skills in the classroom,but how to input in project-based learning is an issue that teachers continue to focus on and explore,and teachers must focus on the innovation of teaching methods and the scientific standardization of teaching input.This study first analyzes the relevant literature of project-based learning and teaching input,defines the related concepts of project-based learning and teacher teaching input,takes constructivist theory,planned behavior theory and need level theory as the theoretical basis,and investigates the current teaching input of some teachers in Hohhot through questionnaire survey and interview,and finds that the teaching input in primary school project-based learning is not significant,and the teaching input of teachers lacks scientific standardization.Secondly,according to the existing teacher teaching input behavior characterization combined with the project-based learning process,strategies are proposed from three aspects: preparation input,cognitive investment and emotional investment,and finally the action research method,investigation method,classroom observation method and content analysis method are used to continuously optimize the teacher’s teaching investment strategy through three rounds of action research based on the primary school information technology project-based learning activities,and finally form a strategy that can be used to guide teachers’ scientific and standardized teaching investment in project-based learning activities.In the project-based learning activities,finally from the three aspects of preparation investment,cognitive investment and emotional investment,scientific and standardized strategies are proposed for the teaching investment of primary school information technology teachers in project-based learning,in the preparation investment,the project data preparation strategy,resource sharing strategy,problem proposal strategy and release task release strategy are mainly proposed,in the cognitive investment,the special topic learning strategy,practice and guidance strategy,questioning and feedback strategy and evaluation strategy are mainly proposed,in the emotional investment,Mainly put forward classroom management strategies and emotional stimulation strategies.The results show that the scientific and standardized teaching investment strategy of teachers can effectively improve the professional ability of teachers and promote the learning effect of students.