Research And Practice Of Instructional Design For Developing Students’ Problem Solving Skills From The Perspective Of Authentic Learning

In order to meet the development of human society,the changes in education are constantly deepening.With the promulgation of IT curriculum standards,the implementation of core literacies in IT classes has become increasingly important.However,the current IT curriculum faces the dilemma of reading from a book,disconnection from basic literacy,and the continued invisibility of false learning.By combing through recent literature on authentic learning and problem-solving skills,this paper examines three questions,using elementary school IT classes as an example: First,what are the reasons why current elementary school IT classes need authentic learning as a support? Second,how can the framework of authentic learning be used to optimize problem-solving skills in elementary IT classes? Third,what is the effectiveness of the framework for developing authentic learning for problem solving skills after optimization and reframing?This paper takes the core needs of the new curriculum reform as the guide and mainly adopts the literature research method,survey research method and case study method to explore the design and practice of elementary school IT curriculum learning based on the concept of authentic learning.The paper summarizes the basic concepts and characteristics of authentic learning from previous literature and research,and clarifies the elements and principles of creating authentic learning.The paper also identifies the elements and principles of creating authentic learning.The paper identifies the elements of authentic learning that must be included in the design of teaching and learning through the combination of authentic learning and problem solving skills of IT curriculum with the inherent requirements of the new curriculum,and guides the design of three authentic learning classroom practice activities.Through a period of teaching,it was found that students showed higher participation and motivation in the classroom interaction and group work sessions than in the traditional teaching classroom,and secondly,students were measured using the problem solving skills scale.The students’ IT problem-solving skills improved somewhat after the pre and post practice,while the class using the traditional learning also improved their problemsolving skills,but the results of the pre and post test were not significant.The pre-and post-test questionnaires and teacher interviews in both classes led to the following conclusions:(1)authentic learning designs geared toward student problem-solving skills development can effectively improve students’ problem-solving skills;and(2)authentic learning geared toward student problem-solving skills development poses some challenges to the overall quality of teachers and the current school environment.This combination of front-line teaching data to explore the application of authentic learning to problem-solving skills teaching practices in elementary IT classrooms provides practical implications for the widespread application of authentic learning to the practical process of teaching and learning IT in elementary schools.