Research On Information Technology Classroom Leading-in In Senior High School

Classroom leading-in can better guide students into learning state,quickly attract students' attention,stimulate and adjust students' learning enthusiasm,cognitive conflict and learning state.Teachers should choose the way of Classroom leading-in according to the actual situation,such as the difference of teaching content and students' characteristics.The new curriculum standard of 2017 requires that the information technology curriculum in senior high schools should pay more attention to the application of diversified leading-in strategies,promote students' interest and enthusiasm in learning,form action consciousness and open consciousness,and ensure that they can have enough enthusiasm to participate in the interactive and authentic learning activities supported by leading-in technology.However,under the pressure of college entrance examination,students no longer like learning information technology,and people do not even attach much importance to the subject of information technology.Most of the front-line high school technical teachers have not paid attention to and studied the leading-in of new courses.Some teachers have not fully considered the selection of leading-in methods and skills,so the teaching content and objectives are not reflected in classroom leading-in.This will undoubtedly have a great impact on the realization of educational objectives for the information technology curriculum of high school aiming at cultivating students' information literacy.Therefore,it is of great significance to explore a scientific and effective leading-in scheme,to ensure that the learning content can attract students' attention by means of appropriate leading-in methods and skills,and to obtain good teaching effect for improving information technology teaching.Under the guidance of learning motivation theory,situational cognitive theory,primary effect theory and constructivist learning theory,and according to the requirements of the 2017 edition of high school information technology curriculum standards and the characteristics of high school information technology teaching content,this study formulates four kinds of high school information technology classroom leading-in strategies,which include: situational oriented leading-in strategy,new-old transition leading-in strategy,doubt-raising strategy,leading-in strategies of homework feedback.And then using these four strategies in high school information technology classroom teaching,aiming at promoting students' interest and enthusiasm in learning,improving students' learning efficiency and teaching quality of high school information technology classroom.This study adopts many research methods,including quasi-experimental method,questionnaire survey method and literature research method.In the experiment,the validity of the four strategies is verified by using the single factor non-reciprocal two groups of Pretest and post-test model.The experimental class and the control class choose two classes with the same level in the second grade of a key senior high school in Jinan City,Shandong Province.The four strategies in the study are applied in the experimental class,while the control class still teaches according to the routine and enters the new class directly.Before the author carries out the teaching experiment,the information technology ability of the students is tested before the experiment,and after the experiment,the students are tested again,and the students are observed daily in the teaching process.Finally,the data of the pretest and post-test experiments are analyzed and compared,and the observation results are analyzed to verify the effectiveness of the high school information technology classroom leading-in strategy in stimulating students' interest and thirst for knowledge and improving learning efficiency in the high school information technology classroom.This study through statistical analysis of the experimental data,the following conclusions are drawn: the strategy of information technology classroom leading-in proposed in this study can promote students' learning efficiency,interest and motivation,as well as the quality of classroom teaching.