Research On Digital Learning And Creative Accomplishment Cultivation Of Middle School Students In Information Technology Course Teaching

The "Standards for Information Technology Courses for Ordinary Senior High Schools" promulgated in 2003 has been in place for more than ten years.With the passage of time and the rapid development of economy and science and technology,people's lifestyles,learning methods and working methods have all undergone tremendous changes..The new era has put forward new requirements for the quality of the citizens and the quality of talents.The previous curriculum standards can no longer meet the new requirements for the quality of talents in today's era.As a result,the revision project of the Ordinary Senior High School Curriculum Standards Committee of the Expert Work Committee of the Basic Education Curriculum Textbook of the Ministry of Education completed the draft for the “Senior High School Information Technology Curriculum Standard”(hereinafter referred to as the new curriculum standard)in December 2017.The new curriculum standard redefined the core literacy of high school information technology courses.The core literacy of high school information technology discipline consists of four core elements: "information awareness,computational thinking,digital learning and innovation,and information society responsibility." The four core elements infiltrate each other and support each other to jointly promote the improvement of students' core skills in information technology.Digital learning and innovation literacy is one of the core qualities of the new curriculum standard.It refers to the individual's learning tasks through the evaluation and selection of common digital resources and tools to effectively manage the learning process and learning resources and creatively solve problems.The ability to create innovative works.The analysis of its connotations shows that this digital learning ability,judgment ability,ability to solve problems,and ability to innovate and create are not only the core qualities that contemporary students need to possess.This is also an essential quality for citizens in the digital era.one.Nowadays,the teaching of high school information technology courses is mainly based on lecture methods.Even if teaching methods such as the task-driven method emerge,the classroom teaching is still mainly teachers.That is,after the teachers explain and demonstrate,the students imitate the practice knowledge and skills.This tradition The teaching methods greatly limit the students' ability of independent learning,collaborative learning and innovation,and fail to meet the specific requirements of digital learning and creative literacy.Therefore,this research project adopts literature research method,questionnaire survey method,and action research method as the basic research methods.Through the analysis of the status quo of the information technology curriculum in senior middle school,the level of digital learning and innovation literacy of the research object is analyzed,and digital learning and innovation literacy are designed in high school.The specific implementation of teaching strategies in the teaching of information technology courses,summed up the teaching strategies of digital learning and creative literacy training for high school students in information technology courses,and provide scientific and practical reference for high school IT teachers and other researchers.Based on the above objectives,this study mainly carried out the following work:First,it elaborates the research background,purpose and significance of research,clarifies the research content,research methods and ideas,uses literature research methods,sorts out domestic and foreign literature,and summarizes the research status of digital learning and innovation literacy at home and abroad.Second,define the core concepts of the study: digital learning and creative quality,digital learning and creative literacy at the three levels,and project learning.Explain the theoretical basis of this study: constructivist learning theory,Dewey's pragmatic education theory,Bruner's discovery learning,and teaching system design theory.Third,a questionnaire survey is conducted on the status quo of current high school information technology courses and the digital learning and innovative qualities of the research subjects.Data are collected and analyzed to provide real data support for subsequent research.Fourth,the study aims to improve students' digital learning and creative quality as the goal orientation,and takes project learning theory as the guiding principle,and refers to the project to study the teaching process,thereby initially presenting the teaching strategies for middle school students' digital learning and creative literacy training in high school information technology curriculum teaching.Fifth,the implementation of teaching action research,teaching action research mainly in a class of a high school in Guilin City,Guangxi as a research object,to carry out three rounds of teaching action research.The first round of teaching action research adopts the teaching strategy of initially proposing digital learning and innovative literacy training.After observing the teaching effects and analyzing and reflecting on the teaching strategies,the teaching strategies proposed initially are revised and improved,and the second and third rounds of teaching actions are conducted.To study,improve and summarize the teaching strategies for the digital learning and creative literacy training for high school students in the teaching of information technology courses.Sixth,analysis of the effectiveness of teaching action research,through the analysis of student works and questionnaires to evaluate whether students achieve the level of digital learning and innovation literacy level.Seventh,summarize and look forward,reflect on the deficiencies in the research process,summarize the research results,and look forward to more in-depth research in the future.The conclusions of this study are as follows:1.Current high school information technology teaching methods are mostly lecture method and task-driven method,and it is difficult to cultivate students' digital learning ability,ability to evaluate digital resources and tools,collaborative learning ability,and innovation ability.2.Most current high school students have the awareness of digital learning,but their digital learning ability is weak and they have a sense of innovation.However,they are less capable of creatively solving problems and innovating works.3.The teaching strategies proposed by the author can better train students' digital learning and innovative qualities,and most students can achieve the first-class level of digital learning and innovation.4.Teaching strategies of middle school students' digital learning and creative literacy training in high school information technology curriculum teaching:(1)In pre-class stage,it is divided into finding and making project learning materials,creating a digital learning resource package that conforms to the theme,and creating an online learning space—QQ.Communication group and We Chat public number.(2)In the middle of the class,it is divided into learning of theoretical knowledge,grouping of selected projects,planning and division of labor,self-learning knowledge and skills,activity exploration and doubt-solving,intra-group collaboration,innovative works,and achievement display and evaluation.(3)In the post-learning stage,the students are logged into the online learning space and are familiar with the spatial structure,the students download the digital learning resources package in the QQ group and save the management,the students watch the digital learning resources and autonomously learn the knowledge and skills,autonomous learning knowledge skills and start Individual tasks,self-learning knowledge and skills,and completing personal tasks,students entering the We Chat public platform,viewing each group of works and completing evaluation questionnaires.