The Exploration On The Reverse Teaching Design Of Calculation And Problem Solving Unit In Senior High School Information Technology Course

With the popularization of computers and the rapid development of the Internet,the emergence of the information society has put forward higher requirements for talents in terms of information technology,while also increasing the demand for talents’ information technology capabilities.In the context of such an era,China vigorously promotes information technology curriculum reform in the basic education stage.In the context of the new curriculum reform,how to better carry out teaching design,expand classroom teaching capacity,and develop and improve students’ abilities in various aspects within limited teaching time are all requirements that guide and promote teachers to continuously research and adjust teaching design,teaching methods,and teaching strategies.The research on unit teaching design in the high school information technology stage is of great practical significance due to its overall and planned ability to effectively integrate knowledge points.In recent years,there has been an endless stream of research on teaching theories,and UbD theory(Understanding by Design,translated as "Understanding by Design"),as an emerging theory in educational and instructional design,is referred to as reverse instructional design by industry scholars and experts.Reverse instructional design,as a relatively new learning theory,can be organically and fully integrated with unit instructional design.By analyzing and comparing the practice,application and research results of the reverse instructional design model in Chinese,mathematics,physics and other disciplines,it is found that the theory can provide a good guidance for teaching in the information technology classroom of high school.To sum up,this research will conduct action research on the unit teaching of information technology in high school,aiming to explore a set of instructional design models suitable for information technology in high school based on UbD theory.This paper mainly adopts the methods of literature research,investigation,classroom observation and action research to carry out research in three aspects:One is to sort out the relevant theories of unit reverse teaching design,and analyze the value and significance of reverse teaching theory for the teaching problems discovered in the information technology classroom;Under the guidance of constructivist theory and other teaching theories,with the help of the three stages of reverse instructional design,a model of unit reverse instructional design that meets the requirements of high school information technology teaching is constructed.This model requires an understanding of the course content from the requirements of the curriculum standards,and an expected analysis of the final results of students’ learning based on the definition of basic problems and the main concepts of learning;Furthermore,design diverse expressive tasks to evaluate students’learning process,implement evaluation evidence,and comprehensively evaluate students’process development;And on the basis of "understanding",develop learning activities that are more conducive to improving students’ cooperation,exploration,and problem-solving abilities,aiming to enhance their core literacy.The second is to select the fourth unit of the compulsory course of high school information technology textbook,"Calculation and Problem Solving",as the teaching content.Starting from the process of unit teaching design and guided by UbD theory,the teaching objectives of this unit are finely divided,and the overall design of unit activities and unit class hours is carried out to determine the evaluation evidence of unit learning,design unit evaluation tools,and design unit teaching activities,Develop supporting.teaching resources for unit teaching.The third is to revise the unit reverse instructional design model through three rounds of action research.This research designed six teaching cases for the main knowledge points of learning situation and unit teaching content,and carried out teaching activities in the actual teaching environment with the above teaching cases,and carried out three rounds of teaching action research.Through previous action research,students’ classroom performance was observed,research data was collected,teachers were interviewed,and the model was revised and reflected.Finally,a combination of unit testing and survey questionnaires was used to analyze and evaluate the teaching effectiveness,proving the effectiveness of unit reverse teaching design in high school information technology teaching.Research has found that unit reverse teaching design can promote students to fully and passionately participate in classroom activities,improve practical abilities based on their understanding of relevant knowledge points,promote students to learn reflection,help students exercise logical and innovative thinking,and provide new ideas for high school information technology teaching.