Research On Project-based Teaching Design And Application Of Information Technology In Senior High School Under The Concept Of Curriculum Reconstruction

The "Ordinary High School Curriculum Plan(2017 Edition 2020 Revision)" clearly pointed out that on the basis of compulsory education,ordinary high schools further improve the comprehensive quality of students,focus on developing students’ core literacy,and make students become new people of the times with ideals,skills and responsibilities.To implement the curriculum plan in front-line teaching,it is necessary for each discipline course to focus on its own positioning,strengthen the integration of links,and jointly undertake the goal of core literacy.In order to achieve the above training goals,the implementation of high school information technology courses should pay attention to the connection and integration between disciplines,which is in line with the needs of the development of the times for talents,but also in line with the comprehensive,cross-cutting,and technical essential characteristics of information technology courses,which is conducive to the realization of the educational value of information technology courses.Therefore,from the perspective of curriculum reconstruction,this study pays attention to the integration of disciplines and the articulation of school segments in the project-based teaching design and development of high school information technology courses,so as to promote the sustainable and comprehensive development of core literacy of high school students.Under the guidance of the postmodernist curriculum concept,constructivist learning theory and teaching system design theory,this study designs the project-based reconstruction process of high school information technology curriculum according to the curriculum reconstruction concept and the standard requirements for the implementation of high school information technology courses,combined with the characteristics of high school information technology textbooks and the characteristics of students at the high school stage,and according to the actual conditions for the implementation of information technology courses in ordinary high school schools.At the same time,this study will also apply the project-based teaching cases of high school information technology courses designed according to the above process to practical teaching.The design and development process of project-based reconstruction cases of high school information technology courses attaches importance to the major concepts of data,information,information society,information systems and other disciplines as the core,so that the course content is structured,the project theme is the guide,and the course content is contextualized,so as to promote the implementation of core literacy in the high school information technology curriculum.This study uses two research methods: literature research method and pedagogical experiment method.Firstly,based on literature combing and analysis,this study draws the research background such as the education goals,current situation analysis and due meaning of high school information technology project-based teaching in the information age,summarizes the current situation of domestic and foreign research on curriculum reconstruction,project-based teaching,and curriculum project-based reconstruction,and defines the main concepts of curriculum reconstruction,project-based teaching,and project-based teaching based on curriculum reconstruction.Then,this study designed the project-based teaching design and development process under the curriculum reconstruction concept,selected the data and information modules of the compulsory courses of high school information technology,and designed and developed the project-based teaching cases under the guidance of the curriculum reconstruction concept.After that,this study applied the curriculum reconstruction project case and the textbook project example to carry out project-based teaching in the experimental class and the control class,respectively,and collected the relevant data materials of the process evaluation along with the implementation process of the teaching case.Finally,after the completion of the teaching experiment,a summative evaluation was carried out,and the teaching effect of two different teaching cases was analyzed in terms of the level of core literacy attainment,the effect of curriculum reconstruction,and the academic test score.Through the statistical and quantitative analysis of the research data,the results show that the level of subject core literacy and curriculum reconstruction in the experimental class are better than those in the control class,and there are significant differences in academic test scores between the experimental class and the control class.The conclusions are as follows: high school information technology curriculum needs to be reconstructed,and the path of curriculum project-based reconstruction is feasible,and the effectiveness of high school information technology curriculum project-based reconstruction process is verified.