Research On The Construction Of Effective Teaching Methods About Information Technology Curriculum In Junior Middle School

There exists "inefficient" and even "ineffective" phenomenon in secondaryinformation technology teaching currently. This influence negatively students’academic accomplishment to a certain extent and blocks teachers’ professionaldevelopment. However, effective teaching is one of important criteria for teaching andthe meaning of New Curriculum reform.In order to improve the teaching effectiveness of information technologycurriculum in junior middle school, the researchers based on her own teachingexperience, combining her own teaching example and applying action researchmethodology. According to junior middle school information technology curriculumstandard, information technology curriculum characteristics and the characteristics ofmiddle school students’ mind and body development. The researcher has tried toconstruct a teaching method aimed to improve the teaching effectiveness. It dividesthe information technology curriculum into four parts, that is information technologybasic knowledge teaching, information technology operating skill teaching,information technology ability cultivation and information technology emotionalattitudes and values cultivation. On the base of teaching task, corresponding teachingmethod is put forwarded. This teaching system form the whole mode of informationtechnology curriculum effective teaching in junior middle school.Meanwhile, designing information technology effective teaching methods shouldfollow some principles and provide corresponding guarantees. The main principlesare: Firstly, according to information technology curriculum content characteristicsand teaching task, use the teaching methods comprehensively. Secondly, teachingshould consider the differences of students’ characteristics, develop their subjectivity.Thirdly, teachers should reflect their teaching during the process. The specificguarantee are: Firstly, teaching and research promote mutually, research leadsteaching. Secondly, study boosts evaluation. Thirdly, construct the measure box ofeffective teaching. Fourth, construct information campus culture.The teaching methods constructed by this research is mainly based on theresearchers’ action and reflection in specific teaching practice. It has a certainpertinence and directivity. It means that it is not universal. Teaching has certainmethods but not fixed ones. Information technology teaching is not a monolithicblock. When using specific teaching method, it should fit in teaching contents,teaching styles and teaching environments. Omnipotent teaching methods do not exist.Teaching should integrate specific teaching task, teaching target and situation. This isthe fundamental measure to improve teaching effectiveness.