Design And Practice Of High School Information Technology Experiential Teaching For Information Society Responsibility Literac

At this stage,we are in the information era where information civilization is flourishing and developing,and high school students are digital citizens who have grown up in the information era.Their lives and learning cannot be separated from the support of the Internet.High school students in the information age need to possess the information social responsibility literacy to adapt to the development of the era.However,nowadays,incidents of teenagers violating network ethics occur from time to time,and information society responsibility education has attracted widespread attention.This study attempts to apply experiential teaching methods to cultivate high school students’ information social responsibility literacy,shape information social responsibility behaviors,and enable them to better participate in information society life.At the same time,it provides new ideas and methods for practical research on information society responsibility education.This study mainly focuses on the following aspects of work.Firstly,literature review was conducted to understand the current status of information society responsibility education,experiential teaching,and responsibility ethics education.It was found that experiential teaching has unique advantages in cultivating students’ information society responsibility literacy,and appropriate theoretical support was sought.The second method is to use a questionnaire survey to analyze the current problems in information society responsibility education,mainly manifested as teachers neglecting students’ physical participation,lacking practical activities,single teaching methods,and neglecting information society responsibility education in the information technology classroom.The third is to introduce the psychological process of responsibility ethics into the general process of experiential teaching activities.We have reviewed the psychological process of the formation of responsibility ethics and the general process of experiential learning,and found that there are many similarities between the experiential learning process and the psychological formation of responsibility ethics.Based on the theory of experiential learning and guided by the theory of embodied cognition,we aim to construct an experiential teaching model for information society responsibility.In the experiential teaching mode,teaching analysis,teaching design,teaching process,and teaching evaluation have been designed.Based on the process of moral responsibility psychology,further refine the teaching process and design an experiential teaching process towards information society responsibility.Fourth,according to the designed model and process,three rounds of Action research were conducted on the students of Class 10,Grade 1,Senior High School,No.1 Middle School,J City.After three rounds of Action research,through the analysis of pre-test and post test data,interviews with teachers and students,classroom observation,etc.,it is found that all dimensions and learning interests of students’ information social responsibility literacy have improved,which proves that the constructed experiential teaching model is conducive to cultivating students’ information social responsibility literacy.Finally,summarize a relatively complete experiential teaching process for information society responsibility literacy.