The Application Of Conceptual Cartoon Teaching Strategy In The Concept Teaching Of High School Information Technology Curriculum

The concept is the basis of a discipline.Any discipline is gradually deepened and systemized based on the concept.The information technology discipline of high school is no exception.With the advancement of education informatization,the state’s emphasis on information technology education is gradually deepening.In order to better promote the development of information technology courses,students’ information literacy is comprehensively improved.The 2017 edition of “Ordinary High School Information Technology Curriculum Standards” defines the four major concepts of information technology disciplines “Data,Algorithms,Information Systems and Information Society”to form a relatively stable information technology curriculum concept system,and illustrates the importance of information technology curriculum concept teaching.Sex.Due to the low disciplinary status of information technology disciplines,the low level of attention of teachers and students,and the lack of teachers’ conceptual teaching strategies,students often only stay at the “what” level of the basic concept,and cannot achieve the concept teaching.“Three-dimensional goal” is even more difficult to form a true “subject core accomplishment.” Therefore,the author proposes the concept of applying the concept cartoon teaching strategy to the basic concept teaching of high school information technology.The purpose of this study is to find out the effects of conceptual cartoon teaching strategies on the concept test scores,student learning attitudes,and knowledge retention in high school IT teaching strategies in order to change the current situation of the lack of information technology curriculum teaching strategies.After the concept of cartoon teaching strategies to provide a certain theoretical basis.This research mainly uses quasi-experimental research methods.The research process includes determining the content of the teaching,the preparation of the concept test papers and attitude scales,pretesting,pretesting,identifying the research objects,teaching implementation,posttesting,informal interviews,knowledge retention testing.The research results show that using the concept cartoon teaching strategy in the high school information technology curriculum improves the students’ concept test scores and is beneficial to the retention of students’ knowledge.However,students’ attitudes to the information technology curriculum have no significant changes.The results of informalinterviews show that concept cartoons can activate classroom atmosphere,promote student communication and self-expression,and help students understand and memorize conceptual knowledge.However,some students said that although the concept of cartoons gives students different feelings,it does not quickly change students’ learning attitude.This point has also been proved in the results of the attitude scale.