Research On The Teaching Of Information Technology Course In Junior High School Based On Maker Education

The new curriculum standard of Information Technology Curriculum for Compulsory Teaching(2022 edition)is literature-oriented and proposes specific characteristics of subject core literacy for the first time in the middle and junior high school.Digital learning and innovation is listed as one of the core qualities.Before the study was carried out,the current situation of information technology course teaching in junior middle schools in this region was investigated.It was concluded that under the current teaching model,students’ dominant position is difficult to be reflected,students’ overall interest in learning is not high,let alone the improvement of other comprehensive abilities,which leads to the difficulty of achieving good results in classroom teaching.Maker education advocates breaking the traditional and innovative thinking,and aims to improve students’ interest in learning and cultivate students’ collaborative exploration ability,practical ability and innovation ability.This educational concept provides new ideas for improving junior middle school information technology course teaching.Therefore,how to integrate the concept of maker education into the teaching of junior middle school information technology courses,so as to better achieve the quality goal proposed by the new curriculum standard is worth our in-depth study.This research comprehensively uses the literature research method,questionnaire survey method,interview method and experimental method and other scientific research methods.Based on the development status of maker education at home and abroad,this paper focuses on analyzing the research status of maker education in the field of information technology teaching in China,and determines the research direction according to the shortcomings in the research and the teaching practice of information technology courses.On the basis of SCS maker teaching method,it explores student-oriented teaching design that conforms to the actual information technology curriculum of junior middle schools in the region according to local conditions.Including environment analysis,teaching status investigation and learner characteristics analysis,teaching principle design,teaching mode design,teaching content design,teaching objective design and teaching evaluation design based on maker education concept are carried out.Then,the instructional design based on the maker concept is applied to the teaching of information technology courses and tested in practice.At the beginning of the experiment,two rounds of tests were used to determine the objects of the experimental class and the control class,and then a semester of teaching experiment was carried out.The experimental class adopts the teaching research based on the concept of maker education,while the control class adopts the traditional teaching mode.At the end of the term,the two classes were tested twice.First,through the questionnaire analysis of the learning effect,it is concluded that the students in the experimental class are higher than the students in the control class in terms of the overall satisfaction of the course,the ability of communication and cooperation,the ability to solve problems,the ability of innovation and creation,and the degree of completion of works.Secondly,the comparative detection of creativity tendency shows that after a semester’s study,the creativity of students in the experimental class has been improved.The experimental results show that applying the concept of maker education to the teaching of information technology courses in junior middle schools in this region can stimulate students’ interest in learning,enhance students’ sense of acquisition of information technology skills and improve students’ initiative in learning,which has certain practical significance in actual teaching.