Research On Teaching Design And Practice Of High School Information Technology Course For Higher-order Thinking Training

In the age of information economy,cultivating diversified talents is an important guarantee for the rapid development of the country.High school period is an important stage for students to develop higher-order thinking.By searching the literature,we found that there is less research combining higher-order thinking with specific teaching of high school IT subjects,and there is room for development.This paper focuses on how IT teachers should grasp the characteristics of students’ development at this stage of teaching design and improve their teaching methods to improve the quality of teaching in order to achieve the goal of promoting students’ higher-order thinking development based on the requirements of the new curriculum for higher-order thinking development and the urgent need for higher-order thinking development of high school students.This paper proposes strategies to promote the development of higher-order thinking through pre-designed student activities,creating problem ladders,focusing on profound thinking,conducting cooperative evaluation,inspiring innovative thinking,and other teaching design strategies for high school IT classes,guided by theories related to the development of higher-order thinking,forming a complete teaching process for instructing teachers,conducting teaching case design,and finally carrying out teaching practice in a high school sophomore IT class.The results of the practice showed that students’ various higher-order thinking skills were improved to different degrees,and at the same time,the effectiveness of the designed teaching process in the high school IT course was proved.This study uses higher-order thinking development as a theoretical guide to design a teaching process for developing higher-order thinking skills in high school students,and applies the designed teaching process to the actual teaching of high school IT courses in order to provide IT teachers with a reference for teaching processes geared toward higher-order thinking development.