| In 2012,the Ministry of Education officially adopted the “Decade of Education Informationization Development(2011-2020)”: “Insist on educating people,taking education concept innovation as the guide,based on quality education resources and information learning environment construction,Innovation in learning methods and educational models is at the core.In recent years,Xinjiang has implemented a strategy for the development of educational informatization,and the diversified application of educational models has made students learn more colorful.The emergence of various teaching modes such as micro-curriculum,MOOC,and flip-up classrooms has made the school teaching model present a hundred schools of thought and diverse opinions.How to take its essence,actively use it and make effective use of the existing information resources to make the teaching model and method more effective,this is the main problem to be solved in this topic,with the theory of refinement as the theoretical basis,The teaching content is structured,and various teaching modes are combined with different teaching contents to design a more effective teaching mode for different teaching contents,changing the teaching mode to be the same,and effectively exerting the charm of the classroom.This research is mainly to explore the teaching mode of different teaching content in junior high school information technology,which involves two aspects: the logical construction of teaching material knowledge points and the effective empirical research of junior high school information technology teaching design.Firstly,through literature research and analysis,we will understand the basics of refinement theory and the current development status of information technology classroom teaching mode.Secondly,based on the existing teaching mode,we will design different teaching content by combining the content of information technology teaching materials.It is suitable for effective teaching process.Finally,it makes an objective and fair evaluation of the teaching results of junior high school information technology courses through comparative experiments,effect evaluation and student achievement feedback.The subject of this study is a junior high school junior high school(1)to(6)class in Urumqi,Xinjiang.The school has a good teaching environment,a strong teaching staff,and a high learning ability.The class size of the 6 classes is about 64.384 people,the ratio of male to female is basically 1:1.The experimental study adopted the class-controlled research method,in which the second(1),(3),and(5)classes were used as experimental classes,and the(2),(4),and(6)classes were used as control classes.Beginning with the pre-test of the experimental class and the control class,and analyzing the pre-school of the experimental class and the control class;then,designing the teaching process according to the refinement theory design principle,and the teaching activity design process based on the refinement theory It is applied to the experimental class,and the teaching method of the control class adopts the daily teaching process such as PPT,blackboard and teacher demonstration.Finally,at the end of the semester,feedback on the teaching effectiveness of the students is assessed.Through the statistical analysis of the data obtained from the application practice of one semester,the following conclusions are drawn: the design and implementation of the information technology classroom teaching process based on the refinement theory can improve the teaching effect and improve the students’ self-learning ability,problem solving ability and hands-on operation.Ability while improving student achievement.The design of teaching process based on refinement theory has certain feasibility and feasibility. |
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