Project-based Learning Design Of Junior High School Information Technology Curriculum Based On Interdisciplinary Concept

In the digital era,digital technology has profoundly changed the way human thinking,life,production and learning,and information technology courses undertake an important mission of educating people.With the in-depth development of STEM education,people have slowly implemented the teaching concept of interdisciplinary education into primary and secondary school classrooms.To a certain extent,the project-based learning interdisciplinary teaching mode can improve the problems in the implementation of information technology courses and enhance students’ learning interest.The new version of the compulsory education curriculum standards was released in 2022,proposing to infiltrate the learning of interdisciplinary themes into all sections of compulsory education,and information technology courses undertakes an increasingly important role.The interdisciplinary,practical,and authentic nature emphasized in information technology courses,which play an increasingly important role,share similarities with interdisciplinary concepts.Therefore,involve the content of junior high school information technology courses with the concept of interdisciplinarity to carry out the design and implementation of project-based learning is of great theoretical and practical significance,can promote the all-round development of students.This study focuses on the project-based learning design of junior high school information technology courses under the concept of interdisciplinarity,and first analyzes the main processes of project-based learning through literature review,including five links: project identification,analysis of projects,implementation of projects,presentation of achievements and evaluation,and clarifies the commonalities between interdisciplinary concepts and information technology courses.Secondly,according to the main process of project-based learning determined by the above analysis,the interdisciplinary project-based teaching model proposed by Professor Yu Shengquan is drawn on to summarize the general implementation process of interdisciplinary project-based learning.Through questionnaire surveys of continuation school’s students and teachers,this paper can understand the current information technology curriculum and the application of interdisciplinary concepts,and comprehensively analyze and propose the principles and strategies of project-based learning design of junior high school information technology courses based on interdisciplinary concepts.Then,based on the above principles and strategies,and based on the design elements of interdisciplinary project-based learning,building the design framework of project-based learning of junior high school information technology curriculum which is based on the interdisciplinary concept.Finally,using the design-based research method,the design framework of project-based learning of junior high school information technology curriculum based on interdisciplinary concept was implemented in the internship school for three rounds,and through classroom observation,student self-evaluation,group peer evaluation,project results and after-class interviews,the principles and strategies of project-based learning design of junior high school information technology curriculum under the interdisciplinary concept were determined,including:1.Adhere to rules and benchmarks of teaching materials to ensure classroom order and student foundation.Establish classroom rules at the beginning of the project,clarify tasks and set time;Break down tasks into basic knowledge that is easy for students to understand,deepening students’ understanding of the course itself.2.Integrate interdisciplinary knowledge with complex IT issues in real-world situations to promote the understanding of course content.Restore course knowledge to students’ real life and design contextualized themes;Interdisciplinary knowledge is used to disassemble the more abstract and difficult concepts and complex operations in the knowledge of information technology disciplines step by step.3.Promote the innovation of works and develop students’ literacy through dialogue,collaboration and skills training.Teachers coordinate groups,regulate inter-and intra-group relationships,formulate group cooperation conventions,and determine the division of labor;Strengthen students’ basic skills through digital platforms and resources,stipulate time for collaborative discussions,and improve efficiency.4.Use multiple scaffolds and multiple evaluation methods to promote students’ transfer,application and reflection.Provide timely digital resources and teaching scaffolds to mobilize the transfer and application of interdisciplinary knowledge with driving problems;Fully utilize diverse evaluation methods such as individual self-assessment and group mutual evaluation of results,teachers find problems in project activities,and students find their own problems and correct them.Based on the above principles and strategies,a design framework for project-based learning in junior high school information technology courses based on interdisciplinary concepts has been established,including seven elements: project theme,project objective,project task and problem,project environment and resources,project activity,project outcome,project evaluation and reflective design.Among them,the theme of the project should be based on the real situation and start from life;The objectives of the project should be in line with subject literacy and promote knowledge integration;Project tasks and problems should be hierarchical and drive exploration;The project environment and resources should be based on the digital learning platform and diversified;Project activities include creating scenarios,asking questions,decomposing problems,skill exercises,preliminary design,analysis and summary,optimization and improvement,achievement display,summary and evaluation,teachers supervise and guide in the project process,actively communicate with students,and promote the project process and student collaboration;Project outcomes focus on knowledge integration and promote interdisciplinary knowledge transfer;Project evaluation and reflection run through the whole process of the project.Finally,the application effect of the framework is analyzed from three dimensions:subject basic knowledge and literacy,interdisciplinary knowledge transfer and interdisciplinary project-based learning performance,which proves the effectiveness of the framework and draws the following conclusions:1.Students carry out interdisciplinary project-based learning in information technology courses,through asking questions,decomposing problems,exploring and solving problems in groups,and using interdisciplinary knowledge to complete works,which can consolidate students’ basic knowledge of disciplines;With various resources provided by teachers in the classroom,students actively use digital resources for learning and innovation on the basis of reasonable utilization,realize the importance of information protection,and develop students’ information literacy.2.Based on the theme design of real situations,the careful division of project tasks and problems can mobilize students’ existing cognition and knowledge of other disciplines,and apply it in the process of completing tasks,to a certain extent,improve students’ inherent cognition of information technology courses,deepen students’ understanding of the course itself,encourage students to integrate and apply related subject knowledge in other disciplines,and effectively transfer and apply.3.Combining the interdisciplinary concept with the information technology curriculum and adopting the project-based learning method can promote the interest in learning information technology courses,improve their enthusiasm for participating in learning,and significantly improve students’ learning effect.Through group cooperative learning,students’ collaborative communication skills are cultivated,students’ self-expression ability is improved to a certain extent,and students’ understanding is deepened.The diverse evaluation methods of individual self-evaluation,group to group mutual evaluation,teacher evaluation,etc.promote students’ self-awareness and learn to reflect.