High School Information Technology Teaching Design And Application Research Based On The Principle Of Primary Teaching

Digital age,autonomous learning constantly is one of the essential skills of the new era talents,so cultivating the students’ autonomous learning habit,improving self-learning ability is the mission of education of the new era.Therefore,classroom teaching of information technology should develop students self-learning ability and improve their information literacy simultaneously.According to the literature research,the primary teaching methods of information technology teaching in high school is the way of combining teaching and practicing,that the teacher teach first,then students practice.Merrill thinks that rote learning based on multimedia learning environment does’t conducive to promote learners’ autonomous learning.integrating a variety of teaching design theory put forward primary teaching principle,so as to promote learners’ autonomous learning in multimedia learning environment.Based on this,the author put forward high school information technology teaching design based on the primary principle of the teaching and application research,in a certain period of teaching,to improve learners’ autonomous learning awareness.Under the guidance of Merrill’s First Principles of Instruction I constructed the high school information technology teaching process design framework,and applied in teaching design and the teaching practice.During the process of the teaching practice of three months,in the form of classroom observation,questionnaire and interview,to verify whether this kind of teaching methods is effective in improving learners’ autonomous learning awareness.This research mainly adopts literature research,case study method,survey method and comparative research.Literature study,mainly for theory Summarization about high school information technology instructional design and in-depth exploration of the Merrill’s first principles of instruction.Case study refers that instructional designs of this study applied in designated classroom teaching.Investigation method is mainly used in the investigation of the research object for before the study and after the teaching experiment effect.Interview method is used to interview students’ the feelings and thoughts of learning.Comparison method is mainly used for comparing with the survey data before study and after the teaching experiment lengthways,to analyze the effect of the teaching experiment.This paper is divided into five chapters:Chapter 1 is Introduction,introducing the research background,the research status,research objectives,methods and ideas;Chapter 2 is defining the concept and stating theoretical basis;Chapter 3 is Information Technology instructional design research Based on First Principles of Instruction,in this chapter I understands the design key points of each instructional design element,base on it,build the teaching process framework used to cultivate learners’ autonomous learning consciousness.Chapter 4 is applying research of the instructional design Based on the first principles of instructional.In this chapter I mainly analyze and design instructional design cases,and expound teaching effect.Chapter 5 is conclusions and reflection.The core part of this study is the third and the fourth Chapter.By the theoretical research and the exploration of teaching practice,about cultivating learners’ autonomous learning consciousness in high school information technology classroom,this paper summarizes the main achievements are(1)to optimize the elements of the high school information technology instruction design;(2)to build the teaching process framework that is used to cultivate learners’autonomous learning consciousness in high school;(3)Through teaching application research,to provide the reference,For first-line teachers reforming,improving the learners’ information literacy and cultivating learners’ autonomous learning consciousness simultaneously.