| The new curriculum standard reflects the change of educational thinking in information technology curriculum from skills-oriented to technology-oriented.Moreover,in the era of "artificial intelligence + education",AI teachers are better than human teachers in knowledge acquisition,knowledge capacity,knowledge teaching and other aspects,and can quickly feed back knowledge to students,which may replace many traditional jobs in the future.Therefore,educators should turn their attention to the cultivation of students’ independent thinking ability,inquiry ability,problem solving ability and critical thinking,so that they can "learn" and "be willing to learn,enjoy learning,be able to learn,be good at learning",so as to enhance students’ adaptability,competence and creativity.However,the current information technology teachers are at a loss about how to arrange teaching and guide students to explore,so as to distinguish the timely knowledge feedback of AI teachers and bring more quality classroom experience and learning effect to learners.The effective failure theory proposed by Kapur,a scholar in Singapore,proposes to delay the guidance of structured teaching and encourage students to cooperate to solve problems as beginners,experience failure in the struggle,and achieve improvement in failure.In other words,students should not only pay attention to their behavioral success,but also pay more attention to the process of improving their ability to analyze and solve problems through experience and practice,and realize internal learning.It is consistent with the curriculum concept of information technology in the new curriculum standard.A review of domestic and foreign literature shows that the implementation effect of effective failure theory has been widely verified in many disciplines,but it is relatively seldom applied in information technology courses.In order to further explore the effect of effective failure theory in information technology classroom,the following work is carried out in this study:Firstly,through literature research,this paper analyzes the current research status of the theory of effective failure at home and abroad and the classroom teaching of information technology in junior middle school,and finds that:(1)The theory of effective failure has been relatively mature at present,and the implementation effect is relatively significant in the teaching of various subjects;(2)At present,junior middle school information technology teaching has been greatly improved in all aspects,but the only constant is the "operation success" oriented thinking set,that is,no matter what kind of teaching mode or method is adopted,teachers tend to judge whether students have mastered the content based on whether students can quickly and successfully imitate the demonstrated operation,which is easy to cause the illusion of learning.Secondly,through further literature analysis and investigation and analysis of the current situation of information technology classroom teaching in Z middle School,other problems existing in junior middle school information technology classroom teaching are summarized: Students approve of information technology courses,but their ideological deviation appears under the influence of people around them,and teachers lack scientific design of information technology classes.As a result,students become dependent on teachers in the long-term "demonstration-imitation" teaching mode,and their awareness of active thinking and exploration is not strong.Thirdly,in combination with the basic,practical and comprehensive characteristics of junior middle school information technology curriculum and special teaching environment,a teaching design model of junior middle school information technology classroom based on effective failure theory is constructed under the teaching design principles of scientific problem setting,generous time arrangement,appropriate teaching support and reasonable group division,which focus on effective failure.The whole teaching process is divided into two stages(generation &exploration and integration)and seven links(release of activity theme,group discussion plan,collaborative completion of works,systematic teaching content,processing and improvement of works,reporting and displaying works,teacher guidance and summary),so as to truly implement the classroom teaching concept of "teacher-led,student-dominated".Fourthly,according to the classroom teaching design,specific classroom teaching practice programs "Making Electronic Posters" and "Multi-condition Ranking" were developed,and the action research method was used to carry out practical research in Z Middle School.Finally,the implementation effect of the teaching design was verified from the three aspects of learning situation,classroom effect and student satisfaction.The results show that: Based on the theory of effective failure,the teaching design of junior middle school information technology classroom effectively improves students’ cooperative exploration ability and problem-solving ability by guiding students to practice and explore in person and experience failure in the process of tasks,which is helpful to improve students’ views on information technology courses.In addition,in view of the problems encountered in the implementation process,also put forward some implementation suggestions:(1)strictly control the time of each link;(2)Add optional task types;(3)Appropriately add operation prompts;(4)Timely emotional support;(5)give play to the power of "little teachers";(6)Enhance the randomness of the reporting process.On the basis of previous studies,this study further extends the research content to the teaching of Office basic knowledge,and confirms the effect of effective failure theory in the teaching of information technology courses.It is hoped that the design of junior middle school information technology classroom teaching designed in this study can provide some new ideas for relevant teachers to carry out information technology course teaching in the future. |
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