Research On Project Teaching Design And Application Of Infiltrating Professional Cognition In High School Information Technology Curriculum

The reform of the new college entrance examination marks that high school students’ learning phase has entered into a new stage,where students in middle schools are required to carry out career education and raise awareness of career development and planning.Different from junior high school students,senior high school freshmen have to consider what subjects they want to learn once they are in high school,a choice that they need to make after a year or even a half.That is also directly related to the subsequent college entrance examination and future career choices.The professional cognition of high school students refers to that high school students gradually form a basic cognition of college majors and corresponding requirements or career choices due to the continuous improvement in education and the accumulation of overall knowledge.In the context of the new college entrance examination,high school students should master certain professional cognitive skills to cope with future subject-related choices and college application.This study uses project-based teaching to infiltrate professional cognitive content in high school information technology teaching,to stimulate high school students’ interest in information technology course and to prepare students for subject-related choices,college application and career development.Apart from all mentioned above,this study provides specific teaching design and application cases for high school information technology teachers to actually apply in teaching,and can serve as theoretical and practical references for teachers in other disciplines.This study mainly uses the action research method,supplemented by literature study,interview,questionnaire,and classroom observation methods.Under the guidance of constructivist learning theory,humanistic learning theory,Schubert’s career development theory,cognitive information processing career theory,and career tendency theory,the research status of professional cognition and project-based teaching is understood by consulting the existing research results at home and abroad.On this basis,this study investigates the status quo of professional cognition of information technology teaching penetration through questionnaires and interviews in a high school in J City,S Province,which provides support for the feasibility and necessity of this study.Then,based on the content of high school information technology curriculum and project-based teaching,together with the analysis of teaching content,objectives,and learning conditions,the project-based teaching design of high school information technology curriculum infiltrating professional cognition is preliminarily designed and applied to high school teaching practices.This study adopts the three-round action research method,first collects feedback and suggestions through classroom observation and individual interviews,and then applies and revises the existing high school information technology project-based teaching process that penetrates professional cognition and later uses questionnaires to test its effectiveness at the end of the action research.Finally,a relatively complete high school information technology project-based teaching design that penetrates professional cognition is obtained.Finally,the research could mainly achieve the following three results :(1)It is verified that the project-based teaching design of high school information technology course with professional cognition can significantly improve the professional cognitive ability of high school students,who begin to come up with a goal and plan their learning and life accordingly.(2)High school students’ interest in learning information technology course has been greatly improved,and students are eager to learn more in university,which turns the current situation of students’ lacking interest in information technology in high school.(3)After three rounds of action research,the design of high school information technology project-based teaching has been relatively perfect,which can be used as a reference for high school information technology teachers to infiltrate professional cognition in teaching.