A Research On The Instructional Design And Practice Of Information Technology In Senior High School Based On Discipline Core Literacy

Information technology is an important pillar and engine of economic development in every modern country.Combined with the description of the core literacy of subjects in the "General High School Information Technology Curriculum Standards(2017 Edition)",the current high school information technology teaching needs an urgent transformation,based on the core literacy of the subject Information technology teaching reform is imperative.This article aims to carry out instructional design based on the cultivation objectives of the core literacy of high school information technology disciplines.In each link of instructional design,the core literacy of information technology disciplines is emphasized and teaching practice is carried out.The main work is as follows:Firstly,sort out the current research status of core literacy and instructional design at home and abroad,define core literacy and instructional design concepts,and determine the research direction and topics.Secondly,conduct interviews with front-line teachers on the current teaching status of information technology disciplines,summarize some of the problems encountered in the information technology teaching process,and provide experience for teaching design analysis.Based on the constructivism theory and instructional design theory,systematic instructional design was carried out.On the basis of the instructional design model of "emphasis on learning and teaching",the advantages of instructional design in this study were summarized: situational,bidirectional,comprehensive,teacher-based Practicality,student development subjectivity.Thirdly,conducted teaching practice for the first and second classes of K Middle School in Chongqing,interviewed the first-line teachers on the application effects,and gave a more pertinent evaluation from the students' completed works and teaching process.After the questionnaire survey of the core literacy status of the experimental class and the control class,except that there is no significant difference between the control class and the experimental class in terms of classroom status(p>0.05),there are significant differences in the other aspects of the control class and the experimental class(P<0.05).The specific performance is that the experimental group's subject interest,social applied cognition,information awareness,digital learning and innovation,social responsibility,and computational thinking are significantly better than the control group,which confirms the effectiveness and feasibility of the study.The following conclusions are drawn through teaching practice:(1)Analysis and selection of teaching content based on the principle of cultivating the core literacy of disciplines;(2)The teaching design model of "emphasis on both education and education" has positive significance for the cultivation of students' core literacy in information technology disciplines.