Action Research On Collaborative Learning And Situational Inquiry In General Technology Teaching In Senior High School

General technology is an important member of the new round of national basic education curriculum reform.As two compulsory courses of technology education,its existence is of great significance.The general technology curriculum standard for senior high schools(2017 edition,revised in 2020)clearly puts forward the subject core quality of this course,that is,to cultivate students’ quality in five aspects:technical awareness,engineering thinking,innovative design,drawing expression and materialization ability.However,the curriculum development and teaching effect of this discipline are not optimistic,mainly due to the three reasons of schools,teachers and students.The lack of attention of schools leads to the inability to guarantee the class hours.Many teachers are non professional teachers,who do not have a thorough understanding of the teaching content,traditional teaching methods and students’ perfunctory work.As a result,the opening of general technology discipline does not meet the original intention of the country.Based on the summary and analysis of the implementation and teaching status of the existing general technology curriculum,this study proposes to apply collaborative learning and situational inquiry to the teaching of general technology in senior high school,build a reasonable and feasible teaching model,design teaching experiments to verify,and put forward specific strategies for implementation.Based on the above subject background and teaching status,this study mainly adopts two methods: observation method and action research method.The research content mainly includes the following aspects:1.Conduct questionnaire survey on students and interview with front-line teachers of general technology to clarify the difficulties in the implementation of general technology teaching in senior high school and analyze the reasons;2.Sort out the research status of situational inquiry and collaborative learning applied to subject teaching at home and abroad,so as to determine the research significance and content,sort out the relevant theoretical basis,and determine the research methods and steps.3.Study the content of the core literacy of general technology discipline in senior high school,interpret its connotation,carefully interpret the constructivist learning theory,cooperative learning theory and situational teaching theory,summarize the views and deficiencies of existing research,analyze the enlightenment to this research,and form their own views.4.According to the discipline nature,curriculum content and curriculum objectives of high school general technology,clarify the elements in the teaching design,and determine the teaching mode design idea of "situational inquiry +collaborative learning" of high school general technology.5.Carry out three rounds of high school general technology action research based on the teaching mode of "situational inquiry + collaborative learning".After each round of action research,collect the results,analyze the application effect of the teaching mode,put forward the improvement measures of the next round of action research,verify its feasibility and popularization,optimize the teaching mode and put forward application strategies.The research shows that the use of "situational inquiry + collaborative learning" in general technology teaching in senior high school can greatly stimulate students’ interest in learning,improve their ability of hands-on practice and collaborative learning,and help front-line teachers implement the goal of discipline core literacy.According to the comprehensive experimental data,this study solves the dilemma faced by the current general technology curriculum teaching to a certain extent,provides new teaching ideas for the front-line general technology teachers in senior high school,puts forward the application strategy of the new teaching model based on the results of this study,and actively explores how to better integrate information technology and subject curriculum in depth under the background of the times.