The Classroom Teaching Design And Practice Research Of High School Information Technology Based On Key Competencies

Key competence is an important foundation for promoting the future development of students and forming key characters and abilities.It is also an important condition for training talents who can adapt to the future society.In the context of the new curriculum reform,cultivating key competencies of students has become a hot topic in education research at home and abroad.Chinese government departments have also issued related policies to accelerate the implementation of cultivating core competencies and values of students.This shows the importance of key competencies for talent training.At the same time,it is also an important manifestation of China's keeping up with the times.As teachers of information technology disciplines,we must actively respond to the country's call to cultivate and develop students' key competencies in teaching.High school information technology teaching focuses on the transfer of knowledge and skills,neglecting the cultivation of students' key competencies.Therefore,teachers should update their teaching concepts and plan information technology teaching under the guidance of key competencies.And if the cultivation of key competencies is to be truly implemented,it is necessary to take the curriculum as a carrier,make good use of the main position of classroom teaching,and practice in specific disciplines.Against this background,this article launches a practice research on the design of high school information technology classroom teaching based on key competencies.This article uses research methods such as literature research,questionnaire survey,action research,and interviews.It is guided by the key competence of information technology disciplines,combined with task driven teaching methods for instructional design,and continuously optimizes the teaching process through practice to improve teaching programs.The specific research process and research results are as follows:First of all,the use of questionnaire survey method to understand the key competence level of students' information technology discipline,through the survey found that: the level of students' information awareness is not very high,many students have not yet the awareness and ability to solve problems by using information technology;some students' computing thinking ability is relatively weak;the initiative of digital learning is not strong,and the understanding of digital learning is not enough;students Although they have some basic legal knowledge and know how to respect others' intellectual property rights,they still need to improve their sense of responsibility in the information society.Secondly,teaching design is carried out under the guidance of constructivism learning theory,teaching system design theory,Humanism learning theory and key competency of information technology discipline.This paper analyzes the teaching design elements from the aspects of teaching objectives,analysis of learners' characteristics,teaching contents,teaching methods,teaching activities and teaching evaluation,expounds the enlightenment of instructional design based on key competency,and designs the instructional design framework from the four aspects of teaching plan,teaching action,observation analysis and teaching reflection with task driven as the main teaching method.Thirdly,the classroom teaching practice is carried out in the way of action research.This paper conducts three rounds of action research.After the end of action research,it conducts teaching reflection,summarizes the existing problems and improves it,and then applies the modified scheme to the next round of action research.Through the first round of action research,it was found that some forms of teaching activities were boring and singular,which resulted in students' low enthusiasm for learning,low participation,and unsatisfactory knowledge acquisition.Make improvements in practice and implement them in the second round of action research.Through the second round of action research,it was found that students' enthusiasm for learning has been greatly improved and the classroom atmosphere is active,but students lack the time for independent thinking during the learning process.The teaching process has been optimized for this problem,and "analysis of problems to form a plan" has been added.At this stage,the revised plan was applied to the third round of action research.Through the third round of action research,it was found that students can learn independently,think independently,and effectively communicate with group classmates.At last,we use the form of questionnaire and interview outline to understand the students' learning and key competency,and analyze them to verify the feasibility and effectiveness of instructional design based on key competency.The study found that high school information technology classroom teaching guided by the key competency concept can to some extent promote the development of students' information consciousness,computational thinking,digital learning and innovation,and information society responsibility,and stimulate students' enthusiasm for learning and improve teaching results.It can be said that the instructional design in this study has certain feasibility and effectiveness.The characteristics of this study are: The action research method has universal reference significance.Through three rounds of action research,it can continuously optimize the effect of classroom teaching and provide a reference for teachers to explore,discover and solve problems in teaching.Cultivate students' key competence through Python language teaching.Python language is a computer programming language that is more suitable for cultivating high school students' thinking.Selecting the content of Python language for teaching,make the key competence of abstract information technology discipline concrete,and comprehensively improve student learning ability to make the cultivation of students' key competence operable.However,there are also some shortcomings: the research cycle is short,the theoretical and practical research is not detailed and thorough,and the research results need to be further improved.