The Experimental Study On Task Based Learning Of IT Courses In Senior Middle School

With the coming of the information age, the information technology has become a basic skill for people's daily life, study and work. Facing the challenges from information technology (IT) of global education, the Ministry of Education has decided to popularize the Information Technology education in whole primary and secondary schools by 5-10 years, and to set up a required course of information technology. By the end of 2001 all the ordinary senior middle schools have opened information technology courses. With the development of information technology education, the Task Based Learning (TBL), as a new teaching method, has been widely used, but still exists a lot of problems.This study aims to explore the teaching method which is suitable for the characteristics of general high school information technology disciplines and students; Explore the specific implementation strategy and verify the feasibility of the implementation of TBL, in general high school's IT classroom teaching; and provide operational experience for the reform of teaching information technology. At the same time, researcher explores the basic conclusion that TBL is able to mobilize the enthusiasm of students, largely increase student's academic performance, and improve their self-efficacy and creativity. And the influence on creativity and self-efficacy is determined as the important content in this study.This experimental study, in which we adopt the action research, document retrieval and other methods, is to explore the implementation strategies of the TBL. And then to sum up the implementation strategy of the TBL in IT courses, including pre-class preparation and the part of the implementation of the classroom. Pre-class preparation works, include analysis of materials, determine the target; analysis of learners; design task. Part of the implementation of the classroom, includeâ‘ Create situations, clear mandate; Experience situations, and understand mandate;â‘¡Provide help, guidance solution; Autonomous collaboration, complete the task;â‘¢Take the evaluation, feedback, exchange, and summing up of the accomplishments, according to the completion of tasks. On this basis, the author also gives a specific teaching case.In the course of implementing the specific experiment, this study used research methods of experimental teaching and measurement. The experiment was carried out in the Hebei Zanhuang Middle School for four months (Sep, 2007--Jan, 2008). Two classes in Grade one were chosen. One was the experimental class taught by Task Based Learning and the other was the controlled class taught by traditional way. Self-Efficacy Integrated Scale (SEIS) and Williams Creativity Assessment Packet (CAP), which was to test Creative ability and self-efficacy, were given to both classes at the beginning and end of the experiment respectively. Test papers, which were compiled according to Hebei Province information technology area-wide student examinations, were employed to check information technology theory knowledge and operating skills of students. In addition, according to measurement data, the author did a comparative study in different groups and different gender perspective.In the end, the author made a conclusion on the basis of detailed analysis about influence on IT theory knowledge, operating skills, creativity and self-efficacy through TBL. It is suitable for the processes of information technology teaching and learning at High School, and well-designed and fully conducted Task-based modal is an efficient way to improve the students' knowledge levels and operating skills, as well as student's creativity and self-efficacy. Especially for students whose IT knowledge in middle-level to improve results; the ones whose operating skills is disadvantaged, to strengthen IT skills; High, medium and low levels of self-efficacy students enhance self-efficacy flu; As well as medium and low level of creativity to improve the ability of students to create; All of these have significant effects. In addition, TBL has a significant impact on male and female in self-efficacy and creativity, but there are not significant impacts on information technology knowledge and learning skills for boys and girls.