The Design And Practice Of Efficient Classroom Teaching Of Information Technology In Primary Schools In The Context Of "Double Reduction"

In 2021,the introduction of the "Double Reduction" policy provided clear guidance for improving the quality of education in China.Teachers need to pay more attention to classroom teaching,improve teaching quality,and enhance their professional skills t o meet students’ educational needs and adapt to the new demands of education under the current situation.As education in China is transitioning towards digitization,enhanc ing teachers’ and students’ digital literacy has become an important aspect of educatio n.Teachers can only truly implement information technology in the classroom,and utili ze digital resources reasonably by improving their ability to use information technolo gy for teaching.This will allow the application of information technology to play a ro le in improving classroom efficiency and enhancing teaching effectiveness.Therefore,this study conducted a literature review,questionnaire survey,and interviews,to imp rove primary school information technology teaching practice and design efficient teac hing models,based on the ADDIE instructional design model and using information techno logy 2.0 micro-capabilities as the starting point.The goal was to achieve improved qua lity and effectiveness of primary school information technology classrooms,and to pro mote the improvement of education and teaching quality under the "Double Reduction" pol icy.Firstly,relevant domestic and foreign literature was reviewed to analyze the curr ent situation of primary school information technology teaching,efficient classrooms,and teacher’s application ability of information technology under the background of "Double Reduction" policy.This resulted in further clarification of the relevant conce pts and theories such as "Double Reduction" policy,information technology 2.0 micro-c apabilities,and efficient classrooms,which provided the basis for subsequent efficie nt teaching design and practice.Secondly,a survey was conducted on the current status of information technology co urses at A Primary School in Shenzhen using questionnaires and interviews to identify e xisting problems.Based on the analysis of the nature and characteristics of primary sc hool information technology courses,the guidance of the "Double Reduction" policy,an d the principles of efficient classroom teaching design,the information technology 2.0 micro-capabilities were applied into the course as a starting point to improve the AD DIE instructional design model and construct an efficient primary school information t echnology classroom teaching design model.Thirdly,two case studies were conducted using the newly established model: "Preve nting Network Traps and Computer Viruses"(knowledge instruction)and "Making Special Cards"(operation practice).Information technology 2.0 micro-capabilities were applie d in the course,and a series of digital resources such as micro-lessons,questionnaire surveys,mind maps,and multimedia courseware were developed to address existing probl ems in primary school information technology teaching,improve the effectiveness of te aching,and achieve efficient classrooms.Finally,an experimental research method was used to compare the results of the exp erimental class and the control group on the primary school information technology effi cient teaching design case study.The results showed that the students in the experimen tal group performed better in terms of learning outcomes and classroom test data,and b oth students and teachers expressed satisfaction with the efficiency and quality of the primary school information technology classroom teaching.The study also proved that t he application of information technology 2.0 micro-capabilities can improve the qualit y and effectiveness of primary school information technology classrooms and promote th e improvement of education and teaching quality under the "Double Reduction" policy.