Task-driven Teaching Method In Junior High School IT Course

With the development of information technology and curriculum reform of elementaryeducation in China, information technology education in primary and secondary schools nowhave entered the period of comprehensive and rapid development of the construction. Especiallythe junior information technology in the period of teaching, not only to converge with theprimary school stage, have to lay a good foundation for senior high school students ’ learning,has been facing much challenges. But now the junior high school information technique teachingeffect and the absence of leapfrog development, information technology education of junior highschool information technology education has been a research focus. Today, many colleges anduniversities have embarked on information technologies of the subject teaching methods havebeen improved, making information technology more fitting new curriculum requirements forthis course. Task-driven teaching method as a mainstream approach for junior high schoolinformation technique teaching methods and, of course, become the focus of study. But moremainstream of teaching method, on more will in long-term of education practice in the becameformal, due to online large hit with task drive method banner of lesson plans of appeared, manyteachers are habits has copying copy, also does not its for innovations and perfect, this makestask drive method gradually lost has due of color, even no longer focused on situational, and taskof design, no longer attention students of autonomous learning and cooperation exchange oflinks, no longer focused on different levels students of development, No longer focused onfostering students ’ problem-problem analysis and problem-solving skills, task-driven teachingapproach in the teaching effect no longer has mass Ascension.This study through junior high school to a school of information technology andinformation technology teachers in the teaching situation of application of task-driving methodin the teaching process of investigation and analysis of status, based on constructivist learningtheory, based on learning motivation, comprehensive documentation, questionnaires, individualinterview method, action research method, to a fresh understanding of the task-driven teachingapproach. On this basis, this thesis, the author according to their own teaching practice andanalysis on the current situation of the problem, task-driven method and integration ofautonomous and cooperative learning, teachers guide students to explore learning-oriented, andstrive to complete the task by student-led, and task-oriented hierarchical design. Combination ofthese aspects of task-driven teaching mode carried out a systematic design and improvement,mainly imported from the situation, mission level design, design of autonomous and cooperativelearning design and learning assessment, such as improved so that task better suited to studentsof different levels of development, enabling students to gain a sense of achievement in theprocess of self-discovery and better experience in information technology education. Summary this thesis is divided into five parts. First part first stated has both at home andabroad of information technology exploration status; second part through author in a schoolissued of investigation questionnaire, on current of information technology teaching and studentsof students features for questionnaire analysis, summary problem; third part combines frontinvestigation situation integration task drive teaching mode, design specific of teaching processwill its put Yu practice; IV part that on through practice get of teaching effect be analysis, andconfirms and reflection; v part that author on this times research of summary and prospect.Author through eventually of data analysis, results indicates that on task drive method ofperfect does inspired has students of learning interest, shift has students of learning attitude,improve has students of autonomous learning capacity and cooperation exchange capacity,effective to improve students of analysis, and processing and settlement problem of capacity, onstudents of cooperation consciousness, and put controlled capacity and on informationtechnology of interest aspects are has upgrade, on students of full development of has importantmeaning. While this study on the theory and practice of task-driving teaching method conductedan in-depth analysis and research of aspect, for the majority of information technology teachersupdate their teaching methods and teaching, improve teaching of information technology, reformof the current junior high school information technology education provides some referencevalue.