Application Of Project-Based Learning In Information Technology Subject In Middle School

With the revision of information technology textbook in middle school as well as the reorientation of curriculum standards. Teachers recognize that teaching can not just stay in the surface of content. They should start from the students' interests, linking to their lives and learning, so their study will be effective. Thus PBL goes into the classroom. How to properly design an effective project learning content to promote the development of students will be studied by majority of our teachers.Project selection and design is the key to carry out the project learning, how to select the project, how to design teaching around the project design is the subject of this thesis.In the research, the learning object is students in grade seven, based on students' interests, abilities and cognitive level, the author will learn the core idea of the project based on the:"Project Learning Design to people's lives-from life, for life, than life " in order to better complete the learning task.The research contents are:how to design the project. Design principles are based on students' interests, reflecting the characteristics of daily life, practicality and the service of other subjects. To this end, the author reform teaching:"the theme selection-a plan-the activities of exploration-works production-results of evaluation and reflection." The three key steps are:the theme selection, work production, project evaluations. In order to better attract students interest in learning and to ensure the smooth progress of works produced, the theme selected is using a questionnaire survey and the form of teacher-student discussion to determine as far as possible the concerns of the students or student life scenes. The evaluation indicators were established in these three key steps. Its role is to monitor the production process works. Through the process of evaluation, students can discover the problems and correct them timely and ensure the production of better work. Through classroom observation, interviews after-class with more comprehensive comparison of each project learning.Finally from the project work, student questionnaires and interviews, classroom participation and other aspects of attention, a more comprehensive analysis is on the attitude of students in project learning, interests, knowledge acquisition, capacity enhancement, etc., so as to prove that the author of the teaching reform experiment is valid.