Research On Stratified Instructional Design Of Information Technology Course In The Junior Middle School For Digital Literacy

Today’s human society is in the midst of a constantly evolving and changing digital environment,and the digital age has created higher expectations for individual development.The information technology course Standards for Compulsory Education(2022 Edition)focus on the development of students’ digital literacy,suggesting that students should be the main focus and independent,collaborative and inquiry learning situations should be created for them.In contrast,tiered teaching focuses on the development of each student and teaches students according to their abilities,which helps to develop students’ basic literacy.Therefore,this study carries out hierarchical teaching design and teaching practice for digital literacy in junior middle school information technology course,provides specific teaching methods for the cultivation of digital literacy,and also provides new ideas and references for the implementation of new curriculum standards for the hierarchical teaching of junior middle school information technology course.This study first clarifies the conceptual connotations of tiered instruction,digital literacy and instructional design through a literature review and lists relevant research findings on digital literacy,tiered instruction and instructional design.Together with the theoretical research on the digital literacy framework,six dimensions of digital literacy for secondary school students are identified: information processing,communication,information security,network ethics,content creation and problem solving.Then,the survey method was used to analyze the external conditions and feasibility of realizing tiered teaching in the information technology course of the experimental school.Then,using the literature research method and the design research method and combining the results of the preliminary survey,design ideas for the tiered teaching of middle school ICT courses for digital literacy were generated,the principles of the tiered teaching design were identified,and the five main teaching elements in the tiered teaching design were analyzed.Then,the teaching elements were layered by combining the design ideas and principles,and the teaching materials used in the experimental schools were selected for the design of typical layered teaching cases in the middle school the information technology course for digital literacy,and two typical layered teaching cases,namely "Acquiring and Processing Information" and "Making Electronic Newspaper",were designed and put into practice.Finally,the experimental research method and questionnaires were used to compare and analyze the information technology proficiency test scores and digital literacy of students in the experimental and control classes,and to analyze the emotional aspects of students in the experimental class after tiered teaching to test the effectiveness of tiered teaching.The study showed that students’ learning outcomes and literacy skills are significantly improved in the process of tiered digital literacy teaching;it clarifies the design of tiered digital literacy teaching in junior high school computer science courses,which is important for the development of tiered teaching in the new curriculum;typical examples of designed tiered digital literacy teaching have some practical value and reference.Finally,proposals are made for the design of multilevel teaching and learning of digital literacy in junior high school computer science courses,which will serve as a guide for practicing teachers who will subsequently implement this practice in the educational process.