A Practical Study Of Group Cooperative Learning In Junior Middle School Information Technology Classroom For Core Literacy

With the progress of The Times,core literacy has become a hot topic in the field of education.In 2022,the Ministry of Education of the People’s Republic of China issued the Information Technology Curriculum Standards(2022 Edition)for compulsory education stage,which strengthened the orientation of curriculum education.Based on the training objectives of compulsory education,the Party’s educational policy was detailed into the core qualities that each curriculum should focus on cultivating students.Based on the development of core literacy,it is required to design and improve teaching methods,optimize the form of content organization,and strengthen the connection between content and educational goals.Cooperative learning is an innovative and effective teaching theory and strategy which has made substantial progress.The teaching form of group cooperative learning changes the learning mode of traditional classroom in which teachers teach students independent exercises.Students complete teaching tasks through group cooperative learning,and teachers guide and solve puzzles in the teaching process,forming a teacher-assisted teaching mode with students as the main body.Junior high school students are willing to explore things they are interested in,but they have poor self-habit,lack of attention to information technology class courses,do not use computational thinking to think about problems,have a single way to solve problems,lack the application of information means in learning,and have weak judgment and sensitivity to information.Therefore,in order to stimulate students’ interest in information technology classroom courses,improve students’ academic performance and core literacy of junior middle school information technology discipline.This study adopts the methods of literature,survey and interview,quasi-experiment and mathematical statistics to carry out the practical research on the group cooperative learning of junior middle school information technology class oriented to subject core literacy,discusses and designs the teaching activities of group cooperative learning of junior middle school information technology course from the perspective of core literacy,and verifies them in teaching practice.The main work of this paper is as follows: first,define the relevant concepts and theoretical basis,define the relevant concepts and theoretical basis of core literacy and group cooperative learning by clarifying the requirements of the new curriculum standard for the core literacy of information technology discipline;The second analysis: Firstly,the feasibility analysis of teaching software and hardware is carried out;secondly,the characteristics and content of teaching materials are analyzed to lay a foundation for the selection of courses suitable for group cooperative learning in subsequent practice research;finally,the characteristics of students in grade one and grade three of experimental cases are analyzed to provide a basis for the grouping of "inter-group homogeneity and intra-group heterogeneity" in group cooperative learning.The third design is teaching design.Firstly,it discusses and designs the teaching objectives,teaching tasks and teaching process of group cooperative learning of junior middle school information technology course from the perspective of core literacy.According to the core literacy of information technology,it divides the teaching process into knowledge introduction stage,inquiry activity stage and summary and evaluation stage,and designs teacher activities and student activities.Secondly,the experimental effect evaluation,based on the information technology core literacy design of the experimental effect evaluation of the preliminary evaluation scale,the middle evaluation scale and the late questionnaire evaluation scale;Fourth,teaching practice and evaluation.On the basis of the completion of teaching design,experimental class and control class were set up to carry out teaching practice.The experimental class carried out teaching by means of group cooperative learning,while the control group adopted traditional teaching mode.Take the first volume course "Website Making" in Grade three and the first volume course "Operating system and network technology" as examples to implement group cooperative learning classroom teaching.After the completion of the practical study,the experimental effect was evaluated and the experimental conclusion was drawn by analyzing the data.The results show that group cooperative learning in junior middle school information technology classroom oriented to core literacy can effectively cultivate students’ core literacy in junior middle school information technology discipline.It exercises students’ computational thinking and information consciousness,improves students’ digital learning and innovation ability,and enhances students’ sense of responsibility of information society.Through the comparative study between the control class and the experimental class,it is found that group cooperative learning teaching can especially improve students’ computational thinking,information awareness,digital learning and innovation ability in the core literacy of information science and technology subject in junior middle school,but the improvement of students’ social responsibility is not obvious.