A Study On The Teaching Predicament Of High School Information Technology Teachers And Its Countermeasures

Curriculum reform is an important way to promote the implementation of quality education,and teachers play a pivotal role in its promotion.2017,the Ministry of Education promulgated《The General High School Information Technology Curriculum Standards(2017 Edition)》,in the autumn semester of 2020,Jiangsu Province officially used the teaching materials prepared according to the new standards.A heated discussion has arisen among teachers:how to choose project contexts for project-based teaching?How can project-based teaching be carried out smoothly in the absence of class time?How effective IT teachers are in implementing the new curriculum,what problems have emerged that limit teachers’ thinking and behavioral choices,and how teachers break through these dilemmas?There are worthy of studying deeply by educators.In this paper,literature review is carried out from three dimensions:the definition of teaching dilemma,the content of research and the responses.I find that most of the research is around the main elements of the teaching process from the theoretical level to make relevant recommendations,failure to consider the deeper causes of the predicament from a more macro perspective,and the study of information technology disciplines is not much.Therefore,combined with the background of the new curriculum reform,new research questions were discovered:in the context of the new curriculum reform,What are the difficulties in the teaching of IT teachers in senior high schools?What measures have teachers taken in the face of difficulties?Because these problems are accompanied by the curriculum reform,this study uses a combination of qualitative and quantitative research methods.By means of two rounds of semi-open interviews and Grounded Theory,this paper studies and explores the structural model of high school IT teachers’ teaching predicament a survey of information technology teachers in high schools in Jiangsu province was conducted to verify the conclusions of the qualitative study.In the construction stage of the structural model,10 information technology teachers were selected as a typical sample,the data were collected by the methods of interview and classroom observation.After the three-level coding analysis of Grounded Theory,it was obtained that the teaching dilemmas of high school IT teachers after the new curriculum reform were mainly focused on three major dimensions:teaching,curriculum and subject.On the basis of category analysis,this paper constructs the structural model of high school IT teachers’ teaching predicament from bottom to top according to Grounded Theory.In the validation phase of the structural model,based on the findings obtained qualitatively,the questionnaire was developed in six aspects,including subject status,value perception,curriculum resources,curriculum understanding,learning analysis and teaching needs.This paper makes a sampling survey of information technology teachers in senior high schools in Jiangsu province by using Likert five-level scale and multiple-choice questions.The results show that the teaching difficulties of high school IT teachers are mainly manifested in the micro-level(teaching),medium-level(curriculum)and macro-level(discipline).The conclusions of this study are as follows:under the new curriculum reform,the senior high school information technology teacher’s teaching predicament mainly displays in the teaching,the curriculum and the discipline.In the face of the contradiction between the reality of digital natives and the weak technological foundation of students,IT teachers are also struggling between years of experience and professional development needs due to the implementation of the curriculum reform,and classroom teaching is trapped in the dilemma of wanting to adopt the teaching model advocated by the curriculum reform but being constrained by the lack of class time;the current new curriculum is faced with the difficulty of insufficient guidance,and teachers’ orientation towards the objectives of the curriculum is torn between the transfer of knowledge and the cultivation of literacy;the subject is manifested by the existing examination system and utilitarianism as a contrast between strong and weak subjects,which in turn is mapped to a low perception of the value of IT teachers.According to the analysis of the research results,this study proposes strategies and recommendations in three dimensions:micro,medium and macro,it is hoped that can help IT teachers in their teaching.