Research On Teaching Design Of Information Technology Course In Junior Middle School Based On Complex Learning Design

As a relatively young course,information technology aims to cultivate students' information literacy in order to better integrate into the information society and use information technology to solve the problems in life.But at present,the teaching design of the middle school information technology course in our country divides the complicated problems and it is difficult to realize the transfer of learning.Complex Learning Design is a comprehensive teaching design pattern,which emphasizes the effective integration of knowledge,skills and attitudes and the integration of knowledge and skills.It can not only take into account the relative independent components,but also do not ignore the interconnections among the components.Therefore,the application of Complex Learning Design to junior high school information technology teaching design can improve the teaching effect of junior high school information technology teaching.It is worth further research and research.This research,guided by the Complex Learning Design,Cognitive Load Theory,Elaboration Theory,and the ADDIE teaching design model,uses literature,investigation and experimental method to analyze the present situation and needs of the teaching design of junior high school information technology course.The design model of junior high school information technology course based on Complex Learning Design(4C/ID model)and combining with ADDIE teaching design pattern,in order to make up for the importance of design,development,and neglect of analysis and evaluation.In order to explore the influence of Complex Learning Design on the teaching effect,and the correlation and linear relationship between the four basic elements and the various dimensions of the teaching effect,the validity of the Complex Learning Design is verified.The results show that the four basic elements of the Complex Learning Design,such as learning tasks,supportive information,procedural information,part-task practice,have significant positive correlation with three dimensions of the teaching effect,such as the basic knowledge,ability to solve complex problems and the degree of learning participation.The linear regression relationship between the Complex Learning Design and the basic knowledge is y1=0.388a1+0.66a2-0.048,in which y1 is the basic knowledge,a1 is the procedural information,and the a2 is the part-task practice.It shows that the procedural information and the part-task practice element of the Complex Learning Design can tamp the students' information technology basic knowledge and regenerative skills.The linear regression relationship between the Complex Learning Design and the ability to solve complex problems is y2=0.437b1+0.632b2-0.312,in which y2 is the ability to solve complex problems.b1 is the learning tasks and b2 is the supportive information.It shows that the learning tasks and the supportive information elements of the Complex Learning Design can improve students' creative skills and ability to learn transfer,and avoid the fragmentation of learning content.Fragmentation enables students to integrate knowledge,skills and attitudes effectively and solve complex problems when facing non structural problems.The linear regression relationship between the Complex Learning Design and the degree of learning participation is y3=0.564c1+0.524c2-0.393,in which y3 is learning participation,c1 is the learning tasks,and c2 is the supportive information.It shows that the learning tasks and the supportive information elements of the Complex Learning Design can improve the students' interest in the learning of information technology,enhance the students' confidence in completing the learning task,and thus improve the students' learning participation degree.The following suggestions are provided for the design of the middle school information technology course:Encourage the junior middle school information technology teachers to break through the tradition,adopt different teaching design patterns to have pertinent teaching.Provide the procedural information and the part-task practice to tamp the students'basic knowledge.Providing the learning tasks and the supportive information can promote students to solve complex problems and improve students' learning participation.