Research On The Optimization Strategy Of Task-driven Method In Junior Middle School Information Technology Teaching

In order to respond to the requirement of the new junior middle school curriculum reform,the primary and middle school teaching content and teaching mode of information technology courses in basic education have been constantly explored.The task-driven teaching method is widely used increasingly in the school information technology curriculum,but according to the author's research,most teachers have only single,display and demonstration task,which lets the students complete the task.Such a tedious teaching process makes students lose the space of independent inquiry and play and makes the classroom dull.Students do not realize the fun and charm of information technology courses.The author carried out task-based information technology experimental research in junior middle school to further improve the efficiency and quality of teaching and explore tasks more suitable for information technology classroom design.The task-driven teaching method is one of the main methods for teachers to conduct inquiry teaching.It takes "teaching tasks as the main line,students as the main body and teachers as the leading body".The setting of teaching tasks means that teachers can further stimulate students' potential inquiry motivation and improve students' independent learning ability by elaborately designing tasks.This study is mainly discussed from two aspects of theoretical research and practical research.In terms of theoretical research,firstly,many domestic and foreign references on the task-driven method were consulted to sort out the relevant research trends of the task-driven method in France and abroad.Secondly,most of the literature was consulted to sort out the concept and function of the task-driven method,and several relevant supporting theories were found.Task driving method in the experimental research,in the junior middle school information technology teaching in various situations,through questionnaire,in S school,its application status and existing problems of the collection and analysis,and put forward five optimization strategy: optimization grouping situation setting,reasonable organization students learning,the manoeuvrability of the clear mission,hierarchical teaching,pay attention to diversity evaluation;Then case analysis was conducted,SPSS analysis was conducted through classroom observation,pre-and post-test and other experimental research methods,to test the feasibility and effectiveness of task-driven optimization strategy,optimize the task-driven teaching method,and promote it to junior high school information technology classes,collect data after using the optimized method.Observe whether students' attitudes towards learning are more optimistic,their confidence is higher,and their interest is increased.The results show that the task-driven teaching method can stimulate students' interest in learning,correct their attitudes and improve their confidence in learning to a great extent.The author,through the questionnaire,collects information,and the method of SPSS is used to parse the information.After the independent sample t-test results in practical classes and comparative classes,there exists a significant gap between comparing the samples before and after the change in the use of the teaching method of data discovery.After using this teaching method,students' interest in learning,attitude and confidence has improved significantly.Through classroom observation,we can also feel students' enthusiasm in the experimental class for information technology class more intuitively.