The Cultivation Of Students’ Questioning Ability In Information Technology Teaching In Middle School From The Perspective Of Core Literacy

In February 22,2016,the Ministry of Education issued the core literacy of Chinese students(Draft for comments).In September 13,2016,Chinese student development core literacy research conference was held at Beijing Normal University,and the core literacy of Chinese student development was officially released.The core literacy of Chinese students’ development mainly refers to the three essential qualities that students should possess and be able to meet the needs of lifelong development and social development.They are divided into cultural base,independent development and social participation.Among them,there is a clear and clear definition of students’ critical questioning ability: problem awareness;independent thinking and independent judgement;careful thinking,multi angle and dialectical analysis of problems,making choices and decisions.However,the reality is that in front of the operation task of information technology teaching one of the students,almost only in accordance with the tips of the teachers or imitate one-way learning,from the teachers,do not know how to do,the problem not thinking,teachers ignore the cultivation of questions and questioning ability of students in the classroom.Therefore,it is necessary to cultivate the students’ ability to question the information technology.In this study,the theory of constructivism,guiding the five steps teaching method theory and subjectivity education theory,on the basis of China students develop core literacy,students’ thinking characteristics and the development of information technology,combined with the characteristics of junior high school,and according to the current situation of ability students questioned developed information technology subject ability training strategy question of junior high school students.The aim of this strategy is to stimulate the enthusiasm and initiative of the students,and to improve the students’ ability to question them.In this study,the methods of literature research,educational experiment and investigation are used.First,by combing the current research status at home and abroad,the concept of questioning ability and the ability to query information technology subject is defined.Secondly,it provides a reference for the training strategy of questioning ability of information technology in junior middle school.Again,using the single factor non quasi experimental research model of peer group pretest posttest design to verify the proposed information technology training strategies for the effective questioning,selected two classes in grade one is the level of experimental school as the experimental class and control class,adopting the conventional teaching strategy in control class.Before and after the end of the teaching experiment,the students’ questioning ability was measured before and after,and the students were observed daily in the course of teaching.Finally,we make statistical analysis and comparison of experimental data,and analyze the observation results to verify whether information technology questioning ability is effective in improving students’ Questioning Ability in information technology classroom teaching.The experimental results indicate that,through statistical analysis of experimental data obtained,we can draw this conclusion: the implementation of junior middle school information technology course ability training strategy helps to improve junior high school students’ information technology ability of questioning question,and the information technology of junior high school students have a positive effect.