| In order to implement the fundamental task of cultivating morality and cultivating talents,"Information Technology Curriculum Standards for Ordinary High Schools(Revised in 2017 and2020)" incorporates information society responsibility into the core competencies of the discipline.It is an important goal and inevitable requirement of senior high school information technology teaching to cultivate students’ literacy of information social responsibility.Case teaching,as a teaching method that enables students to rise from the analysis of individual cases to the understanding of a class of things and then sublimate to the understanding of universal laws through typical cases,can effectively enable students to complete the learning task in the real case situation,improve their personal quality and cultivate moral sentiment,which is very suitable for the cultivation of students’ emotional attitude field objectives.In high school teaching practice,the cultivation of information social responsibility has become an important subject,but due to the lack of systematic teaching design,it is difficult for students to fully improve this quality.Therefore,adopting case teaching in high school information technology courses can effectively help students enhance their awareness of information social responsibility and better realize their own value.This study is based on the analysis of the characteristics and basic links of case teaching,the requirements of high school curriculum standards for the responsibility of information society,the teaching of information technology in high school and the characteristics of students’ learning,this study designed a "four-step" case teaching plan and three teaching examples to present cases,analyze cases,summarize cases,and reflect cases,to improve students’ information social responsibility from the four dimensions of cognition,emotion,will and behavior.In the research process,quasi-experimental method is adopted to set up experimental class and control class.The teaching scheme of this case is used in the experimental class,but not in the control class.Before the experiment,the evaluation criteria of the initial level of information social responsibility of senior high school students were determined,and corresponding questionnaires were developed for the purpose of pre-testing the experimental class and control class.In the process of experiment,according to the actual teaching situation and students’ feedback,constantly optimize and adjust the case teaching method to achieve the best results.At the end of the experiment,the evaluation criteria of the development level of information social responsibility of senior high school students were determined and a questionnaire was compiled.Prepare test questions for two classes of students to test;Compile an interview outline to interview students in the experimental class.Through the data analysis of pre and post test questionnaires,test questions and interview records,it is found that students in the two classes have similar initial level of information social responsibility.Through the case teaching experiment,students in the experimental class have significantly higher information social responsibility test scores and information social responsibility literacy development level than those in the control class.It can be seen from the experimental results that the information society responsibility training-oriented information technology case teaching in high school can effectively improve students’ core literacy of information society responsibility.Due to the lack of teaching experience of the researchers themselves,there are still many deficiencies in the process of case teaching scheme and case design and teaching implementation,and there are some problems such as short experimental research time,fewer research objects,single school of the subjects,and imperfect measurement tools,so the research results need to be further improved and corrected. |
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