Research On The Strategies And Practices Of Differentiated Teaching Of Information Technology In Junior Middle School

With the construction of information technology in China,information technology-related skills have become one of the necessary skills in various fields.Skilled use of relevant technology can greatly improve the efficiency of study and work.However,there are some problems in the information technology course of junior middle school,such as less arrangement of class hours,low attention and the difference of students in the third year,which result in poor teaching effect.This study focuses on the current pain points,aims at improving classroom efficiency,responds to the call of differentiated teaching of the Ministry of Education,deepens classroom reform,and designs a set of teaching mode under the class teaching system,which does not mobilize additional teaching resources,inherits low-cost large-scale advantages of skills,and can take care of students’ differences.Based on the theory and practice of differential teaching at home and abroad,this study conducted literature research,defined relevant concepts and summarized the current theoretical basis.In the research process,in-depth interviews were conducted with students,front-line teachers and teaching experts,and direct experience was obtained by personally teaching,and the main difficulties and core problems existing in the process of information technology differential teaching in junior middle schools were summarized.A questionnaire survey was conducted on the students of Grade two in Zhangjiakou No.1 Middle School.It was found that students generally believed that information technology was very important and were willing to try differential teaching.The present situation of Zhangjiakou No.1 Middle School was investigated on the spot.The students’ will,teachers’ will and hardware equipment all met the requirements and were feasible.Secondly,based on the research objectives,a differentiated teaching mode of "unified teaching + independent practice + step by step" was designed,which could not only inherit the low-cost and large-scale advantages of class teaching system,but also take care of the differences of students.Moreover,expert review method was adopted to improve and perfect the designed teaching mode theoretically.Put forward the solution on the theoretical level.On the basis of the above,this study proposes an aggressive differential teaching mode of "unified teaching + independent practical operation + step by step",and adopts the expert review method to improve and perfect the designed teaching mode theoretically.Put forward the solution on the theoretical level.At the same time,this study verifies the effectiveness of the teaching model by experimental method.Two classes with similar levels were selected as the experimental class and the control class to conduct three rounds of differential teaching experiments and collect front-line teaching data.After analysis,it is found that there is a significant difference in the results of the experimental class in the paired sample T test before and after the experiment,which can be considered that the differential teaching mode has played a certain effect.This study realizes differential teaching in the form of "entry",provides reference for the research of differential teaching in China,and has certain help for the information technology classroom in which students differ greatly.