The Research Of The Problem Design In The PBL Teaching Of Econdary School IT

IT course is set to train the personnel of the rapid development of information society,which is the universal access to IT education and the main way to improve information literacy.The new curriculum reform requires teachers to change the traditional teaching mode, teachingbase on the“teacher-led student-body”mode in the classroom. These can develop students’self-learning and innovation ability and develop the awareness of students to use informationtechnology to solve real life problems. So, in the IT teaching, the problem-solving teachingmodel can help students to acquire knowledge and develop the ability to identify problems andproblem-solving. The most important thing in the problem-solving teaching process is theproblem design, what has a direct impact on the effect of teaching.Firstly, analysis the background of this research, the status of this study at home andabroad and the current status of teaching problem design .And then describe the PBL teachingpattern connotation in detail, the origin and development of PBL and its use in teaching process.PBL based on the constructivism learning theory, Humanism learning theory and multipleintelligence theory. Survey the grade two students about the study attitude of informationtechnology in the NO.5 middle school Jinan. Through analysis the survey data, we found thatthe current problems in the teaching of information technology. Comparison the problemsolving teaching mode and other teaching patterns, we find the PBL teaching mode in theteaching of information technology is very suitable. After analysis the characteristics of middleschool information technology and the middle school students, we summarize the advantages ofPBL teaching mode in IT teaching. Since the problem is the focus of the PBL teaching,therefore, the paper discusses in detail the principles of designing issues in junior high schoolIT teaching, which include, first, the problem should be new, that it can stimulate students’interest in learning. Second, the questions were designed should come from real life situationsand practical application. Third, problems should be associated with the teaching objectives andteaching content. Forth, the design of problem should be complex and bad organization. Fifth, the questions were designed to have the openness, autonomy. Sixth, questions were designed tohave hierarchical and systematic.Classify the question in the information technology and select the appropriate presentationin the face of different types of problems. When designing issues, problem should base on realsituations in order to attract students’attention. Therefore the design of the problem situation isalso very important, the methods of design problem situations include: first, research theteaching objectives and put the knowledge change to questions. Second, we use the multimediatechnology to Rich problem situations. Third, starting from the students’interesting and createthe problem situations. Forth, show the true things to design the intuitive problem situation. Bystudying and analyzing, we can summarize the design steps of the problem in the informationtechnology course of the middle school. First, research the teaching goals and put knowledge toproblem. Second, put problems change to situations. Third, alternate the way of presentationand problem will be introduced to students. Forth, control of the classroom and ask questions intime. Fifth, provide students the resources needed.In order to test the proposed theory, I have teaching practice in the practice school.Through observation, interviews and questionnaire on the teaching effectiveness，then weanalysis the data. Results show that, designed problem in accordance with these principles andmethods are effective, successful and these problems could attract students’interest andexercise the ability of students to work with others through group cooperation. It can alsoimprove information literacy and the ability to use IT to solve the problem.