An Empirical Study Of High School Information Technology Concept Learning Based On 5E Teaching Mode

The establishment of information technology courses in the digital information age instills new blood and trains new backbone for the development of national information technology.Mastering the basic knowledge and skills of information technology is the paving stone for learners to truly understand and master a course,and is the guiding line for all high-level education goals.At present,the consumption concept of " media,information and technology" is full of China's information technology education industry,resulting in teaching only paying attention to whether students can use existing software tools to complete information browsing,processing and expression in daily life,while there is no in-depth teaching research and discussion on whether students really understand and master basic concepts and knowledge points.For high school information technology courses,how to conform to the trend of education,pay attention to the characteristics of learners,design appropriate teaching activities to improve learners' learning attitude towards conceptual knowledge points and improve the teaching effect of conceptual knowledge points is the focus of this study.Based on the basic concept of 5E instruction model,this study takes the basic concept knowledge in " Senior High School Information Technology(Volume 1)(Trial Edition)" as the teaching content,and investigates the learners' previous cognition before class to understand their cognition.In the course,interactive teaching courseware is designed and concept teaching experiments are carried out according to the concept teaching framework independently constructed by 5E instruction model.After class,teachers make consolidate reflection,investigate the concept and make a comparative analysis.Trying to solve the problem: How effective and efficient is the concept teaching framework constructed under 5E instruction model to the concept teaching of high school information technology? The effectiveness is mainly shown in :1.What are the academic achievements of concepts before and after teaching? Is there any difference? 2.Has the learner's learning attitude about concept learning in this discipline improved before and after teaching? Around the research questions,this research adopts the methods of questionnaire survey,interview and quasi-experimental method to carry out the following four aspects of research: 1.Consult a large number of documents,find the teaching mode about concept teaching,and independently construct the concept teaching framework about this discipline.2.Analyze the concept knowledge points in " Senior High School Information Technology(Volume 1)" and select representative conceptual knowledge of principle to design corresponding teaching activities and make auxiliary courseware resources.3.According to the concept teaching framework constructed under 5E instruction model,real-time teaching was carried out for the experimental class,while the control class was carried out in the conventional way.Before and after the teaching,two classes were tested on concept study and investigated on learning attitude.4.Organize and analyze the collected data to obtain the experimental conclusion.Through many teaching experiments,it is found that the application of the concept teaching framework based on 5E instruction model in the concept knowledge teaching of high school information technology curriculum shows that the concept learning effect of the experimental class is better than that of the control class of conventional teaching.At the same time,under this instruction model,the learning attitude of the learners in the experimental class to the concept knowledge of the subject has changed obviously,and the learning interest and motivation have improved obviously compared with the control class.The problems of this research in this study have been solved.The application of the concept teaching framework constructed under 5E instruction model in the concept teaching of information technology in senior high schools has improved the learners' concept academic performance and changed the learners' learning attitude about concept knowledge.