| Secondary vocational schools need innovative teaching models to meet the rapid development of information technology.The use of task-driven methods revolves around "tasks",and students can give full play to their learning subjectivity in the process of completing tasks.Teachers mainly assume the role of facilitator and organizer when applying the task-driven approach.The task-driven method is applied in the teaching process of information technology,which can enhance students’ interest in learning and enhance the teaching effect."Basics of Electronic Technology" is a professional basic course for information technology majors in vocational schools.However,in the education and teaching of the vocational school where the author practiced,some teachers in this course mainly used traditional teaching methods,resulting in poor teaching and teaching,and insufficient subjective initiative of students.Although some teachers used the task-driven method,they did not fully play The advantages and characteristics of this kind of teaching method,it is necessary to sort out the problems in the course teaching,and better use the task-driven method to improve the classroom effect.Through the author’s questionnaire survey and interview analysis,it is found that there are some problems in the teaching of this course,such as;the task goal is single and flat,the teacher’s guidance to the students lacks professional characteristics;the students are not motivated to participate in the task-driven classroom,and the group cooperation machinery;The teacher’s evaluation of the students only highlights the final test scores,and the task-driven teaching method flows in the form;the setting of tasks deviates from reality and obscures the emotional goals of education.In response to these problems,the author proposes several strategies for applying the task-driven approach in curriculum teaching in secondary vocational schools: giving trust,embodying the student’s subjectivity,focusing on the role of the collective role and diversified teaching evaluation to highlight the core goals of competence and enriching task-driven The use of the method combines explicit and implicit,emotional people,situating emotions,and guiding people to play the leading role of emotion in teaching.Under the good task-driven pedagogy,students can stimulate their interest in learning,cultivate students’ ability to innovate and solve problems independently,and finally achieve the purpose of vocational education,and cultivate electronic technology talents that meet the requirements of the new era for the society.Finally,the author applies his own instructional design to actual teaching work topractice and test its usability and effectiveness.The practical effect is relatively good overall,thus reflecting the unique teaching value of the service-driven law. |
