Research On The Application Of Micro-Topic Task-Driven Teaching Model In Junior Middle School Information Technology Classroom

Judging from the current status of information technology teaching,information technology teaching has no systematic teaching mode,boring classes,low participation of students in the classroom make it difficult to obtain good effect.Then,in the information technology teaching practice,it is necessary to improve this situation.The improvement and implementation of the teaching mode and the learning method have become substantial issues in improving the quality of classroom teaching.In order to meet the different personality request of students,Micro-topical task-driven teaching model by the help of Weibo’s topic page,using micro-topics task-driven approach to allow students to use the network personalized learning,interactive communication,active participation,so that teachers and students experience the teaching and learning methods based on the network environment,Designing teaching-related tasks as topics,publishing on Weibo topic pages.Students reply,teachers make comments,teachers guide students speeches,then there will be students’ interactions,teacher-student interaction,After-class reflections help students and teacher to improve.Really embodying learning is an interaction between learners and learners,learners and teachers.It is a collective innovation that unites teams and creates teams and creates innovation in new areas.Based on the principles of constructivism,situational learning theory and motivation theory,this paper closely combines teaching practice,starting from the characteristics of information technology and task-driven model,and combining the characteristics of ASSURE mode to emphasize media use and requiring learner participation and interaction.A micro-topical task-driven model of teaching is designed to improve the participation of students in the information technology classroom,deepen student interaction,and improve the effectiveness of information technology classroom teaching.The micro-topical task-driven teaching model mainly includes three aspects: task presentation,task-driven and summary feedback.This paper mainly uses the literature research method,the observation method,the questionnaire survey method,the quantitative analysis method,through the experimental comparative study to test the effectiveness of the micro-topical task-driven teaching model.In the study,the traditional teaching model and the micro-topics task-driven teaching model were used to compare the teaching experiment of 120 students in two classes of a junior high school in Tai’an.The effectiveness of the micro-topical task-driven model was evaluated in four aspects: students’ micro-topics,interactive replenishment statistics,information technology classroom learning participation,work test scores,and interviews between teachers and students after the experiment.It verified that the micro-topic task-driven teaching model promoted a positive interaction between teachers,students,and students,improved learning participation in students’ information technology classrooms,enhanced students’ information technology skills and creative ability,and improved the effectiveness of information technology classroom teaching.The innovation of the thesis lies in the design,application and effect evaluation of the micro-topic task-driven teaching model.