A Comparative Study On The New Edition Compulsory Modules Of High School Information Technology Textbooks

It is one of the decisive factors that the quality of teaching materials to ensure the smooth progress of curriculum reform.After the promulation of the Information Technology Curriculum Standards for General Senior High Schools(2017 edition)(hereinafter referred to as“the new curriculum standard of the 17 th edition”),five new versions of information technology textbooks for senior high schools,which are matched with the new curriculum standard,have been put into use in ordinary high schools in many provinces and cities since the autumn semester of September 2019.High school information technology compulsory courses are the courses each high school students must learn,are the basis and important proposition of academic level exam.Therefore this study with the new information technology compulsory module teaching material as the research object,According to the universality of the use of different versions of the textbook selecting People’s Education Press and China Atlas Publishing House published jointly,Education Science Press and the Guangdong Education Publishing House three versions of compulsory module teaching materials(hereinafter respectively referred to as "People’s Education and China Atlas edition" "Education Science edition" and "Yue Education edition")is analyzed,to fully understand the advantages and disadvantages of the three different versions of the textbooks,help teachers better understand and use teaching materials,so as to better implement the requirements of the new curriculum standards,improve the quality of teaching.In the research process,the author carefully studied the new curriculum standard of 17 editions and the new textbooks of three editions.Under the guidance of relevant theories,the author analyzed the textbooks from the quantitative and qualitative perspectives through content analysis method,course difficulty model method,Sussex textbook analysis method and other methods.At first,this paper summarizes the research status at home and abroad,determines the "difficulty of textbook","organizational structure of textbook" and "presentation mode of textbook" as the analysis dimensions,defines the relevant concepts,and determines the theoretical basis.Secondly,it analyzes the teaching materials,calculates the inherent difficulty of the textbooks,analyzes the characteristics of the textbooks,and compares the differences among the textbooks.Thirdly,on the basis of text analysis,front-line teachers are interviewed to understand their feelings and evaluation of using different new edition textbooks,Finally,combining static text analysis and dynamic interview survey results,and put forward some suggestions for the continuous improvement of information technology teaching materials and how to better use of teaching materials.Through analysis,it is found that the features of the new textbook are mainly reflected in the following aspects: Firstly,the three versions of the textbook include all the knowledge points required by the course standard,and expand and supplement on this basis;Secondly,the teaching materials mainly focus on the cultivation and organization of the core literacy of information technology subject in senior high school,the content of textbooks is designed based on project learning.Thirdly,combining the characteristics of the subject,the textbooks not only pay attention to the study of basic theoretical knowledge,but also advocate students’ hands-on practice.Finally,the teaching materials all adopt the organization structure of gradual differentiation and comprehensive connection,all have corresponding supporting CD,enriching the learning and teaching resources to a certain extent.The three versions of textbooks also have some areas to be improved.Firstly,the basic introduction of programming language is relatively little,it is difficult to implement the curriculum.Secondly,the textbook of Guangdong Education Edition and the textbook of Teaching Science Edition firstly introduce the relevant knowledge of algorithm and then introduce the basic knowledge of Python.There are relatively complex program statements in the textbook first,which do not quite conform to the cognitive rules of students.Thirdly,there are some errors in the teaching materials,such as program statements and flow charts,which cause some troubles to the students’ learning and teachers’ teaching.Fourthly,the design of some items and cases in the textbook does not accord with students’ actual learning and life.The content of the textbook is of varying difficulty,and the design of some knowledge points cases and projects are rather difficult,while the introduction of some knowledge points are too simple,so the knowledge points cannot be clearly introduced to students.In the end,some suggestions for improving the teaching materials are put forward,including optimizing the organizational structure of textbooks to make them conform to the cognitive rules of students.Correcting errors in teaching materials to ensure the scientific nature of teaching materials;Revise some cases of teaching material to make it more close to students’ life and learning reality;To enrich and expand the display form of resources,not limited to the CD this only form.At the same time,some suggestions for the use of teaching materials are also put forward,including continuing to organize training and seminars on new teaching materials;Organize information technology teachers to prepare lessons collectively;Choose teaching content appropriately and arrange teaching schedule flexibly;School-based teaching content;Improve the hardware facilities,provide equipment support and improve the basic level of students.