Research On The Teaching Strategy Of Integrating "Ideological And Political Elements" Into The Information Technology Teaching In Primary School

The Central Government believes that schools should vigorously implement the fundamental task of "establishing moral education",integrate value leadership,cultural heritage and competence development,and help students develop a correct outlook on the world,life and values.Primary school students are at the initiation stage of forming correct values,and receiving good ideological and political education in primary school plays an important role in students’ physical and mental development,moral cultivation and knowledge learning.This study takes penetration theory,teaching process optimization theory and constructivist learning theory as the theoretical guidance,and constructs a structural system of "ideological and political elements" in primary school information technology curriculum,and takes them as the starting point to explore the teaching strategies for integrating "ideological and political elements" in primary school information technology teaching.In this way,we explore the teaching strategy of integrating "ideological and political elements" in primary school information technology teaching,and apply the teaching strategy in teaching practice,and obtain a better practical effect.This study mainly adopts the literature research method,interview survey method,classroom observation method and action research method.The literature research method was used to sort out the literature related to "curriculum ideological and political" in primary and secondary schools,and it was found that the current research on "curriculum ideological and political" in primary and secondary schools is mostly focused on the theoretical level and lacks empirical research.The research on the structure system and teaching strategies of the "thinking and government" elements of the subject curriculum is relatively small.In view of the current situation of the research on "Civic and Political Science in the Curriculum" in primary and secondary schools and in conjunction with the series of relevant documents issued by the Ministry of Education,this study takes the core socialist values,the moral education objectives of primary and secondary schools,the ideological and political education contents of primary and secondary schools,the evaluation of the development quality of compulsory education students and the training objectives of information technology courses as the theoretical basis,and designs This study takes the core socialist values,the moral and political education objectives of primary and secondary schools,the ideological and political education contents of primary and secondary schools,the evaluation of the quality of development of compulsory education students and the training objectives of the information technology curriculum as the theoretical basis,designs a three-dimensional framework of the structure system of "ideological and political elements",and uses the fifteen activity themes of the primary school information technology curriculum as the content carrier to analyse the "ideological and political elements" and constructs a primary school The "Civic and Political Elements" structure system of the primary school information technology curriculum is constructed with ideals and beliefs,behaviour and habits,healthy life and cultural literacy as the first level dimensions.Based on this structural system of "ideological and political elements",based on the teaching objectives of the primary school information technology curriculum,the characteristics of the content of the activity themes and the personality characteristics of the teaching objects,as well as drawing on the existing relevant literature and research results,seven teaching strategies are explored and designed to organically integrate"ideological and political elements" in primary school information technology teaching."The aim is to improve primary school students’ ideological and political literacy and to form a correct outlook and good moral quality.In order to test the effectiveness of the teaching strategies in actual teaching,this study selected two practice classes from Primary School H in Kaifeng,Henan Province,to carry out a 16-week teaching practice.The teaching practice was divided into two rounds of action research,and the effects of each round of practice were summarised and reflected upon.The classroom observation method was used to observe 10 video lessons in each of the two classes,focusing on the changes in students’ behaviour and habits;the work analysis method was used to collate and analyse a total of 483 pieces of work from 11 assignments,focusing on the changes in students’ ideals and cultural literacy;the interview method was used to randomly select six students for interviews in the first and second rounds of teaching practice.The interview method was used to interview six students in the first and second rounds of teaching practice to understand the changes in students’ ideals and beliefs,behaviour and habits,healthy living and cultural literacy;and the textual analysis of two learning summaries and reflections conducted by 84 students in the practice class to understand in greater detail the changes in students’ thought,values,and knowledge and skills.Through these four approaches,quantitative and qualitative data on the effectiveness of the teaching strategies were collected and analysed to verify the effectiveness of the teaching strategies in enhancing primary school students’ thinking and political literacy,and to draw conclusions on the effectiveness of the teaching strategies in practice.Based on the practical application of the teaching strategies,this study has come to the following conclusions: the teaching strategy of incorporating the "ideological and political elements" in primary school information technology teaching can significantly improve students’ thinking and political literacy,especially in the areas of ideals and beliefs,behavioural habits and cultural literacy,while the changes in the area of healthy living are less significant.The design of the teaching strategy is in line with the cognitive level of primary school students and has increased their motivation to learn,and the completion rate of the works has also been improved significantly.