Research And Practice Of Process Evaluation Of Project-Based Teaching Of Secondary Vocational Information Technology Courses’

Secondary vocational information technology course is a compulsory basic course for computer students,project course teaching has become the main form of current information technology course teaching,students through the learning of knowledge and skills,improve information awareness,develop computational thinking,improve digital learning ability and innovation ability.As a crucial part of the teaching process,evaluation should not only pay attention to the evaluation of students’ knowledge and skills,but also pay attention to the evaluation of students’ professional qualities such as learning attitude,learning motivation,and teamwork spirit.Formative assessment,either in the final or traditional sense,is difficult to measure and evaluate,and information that reflects the quality of student learning needs to be known and evaluated in the learning process.This research focuses on secondary vocational information technology courses,takes constructivist learning theory,multiple intelligence theory,and developmental teaching evaluation theory as the theoretical basis of this research,and takes the process evaluation of project-based teaching as the main content of teaching practice,and carries out the design and practice research on the process evaluation of project-based teaching of secondary vocational information technology courses.The main research methods,contents,processes and conclusions of this study are as follows:First,through reading a large number of relevant literature at home and abroad,the concept and connotation of project-based teaching and process evaluation are studied,and the theory,process,design,implementation,evaluation and other related research of project-based teaching are sorted out,and the characteristics of process evaluation,evaluation tools,evaluation effects and other related research,as well as the research status of process evaluation of project-based teaching of secondary vocational information technology courses,combined with constructivist learning theory,multiple intelligence theory,and developmental teaching evaluation related theories are briefly introduced.Secondly,based on the content of theoretical research,the dimensions and elements of the process evaluation index of project-based teaching of secondary vocational information technology courses are analyzed,and the "process evaluation index system of project-based teaching of secondary vocational information technology courses" is preliminarily constructed.The Delphi method was used to solicit suggestions from experts,and the entire index system was revised and improved,presenting a relatively reasonable "process evaluation index system for project-based teaching of secondary vocational information technology courses".Third,the indicator variables and hierarchical structure of the evaluation index system were determined by Delphi method and analytic hierarchy method,and finally 3 dimensions of first-level indicators,9 second-level indicators and 28 third-level indicators were formed,and the weight of evaluation indicators was determined.The consistency of the expert survey opinions of Delphi method is good,and the expert judgment matrix of the evaluation index when determining the weight passes the consistency test of hierarchical ranking,forming a relatively complete,scientific and reasonable process evaluation index system for project-based teaching of middle vocational information technology courses.Fourth,take the index system as the basis for process evaluation,compile it into student self-evaluation,student group peer evaluation,teacher evaluation scale as a tool for process evaluation,apply it to the middle vocational information technology course project-based teaching practice for implementation,and apply SPSS26 processing scale evaluation data,analyze and sort out the data,according to the statistical analysis of the data,there is a significant correlation between the indicators of each dimension,that is,the behavior performance and effect of the evaluation indicators of each dimension affect each other.Determines how well learners ultimately learn.Finally,the results of the implementation evaluation are summarized and discussed,and it is found that the constructed "process index system of project-based teaching of secondary vocational information technology courses" has guiding significance for the evaluation of project teaching,and the process evaluation shows positive effects in the project-based teaching practice of secondary vocational information technology courses,and the implementation of process evaluation in project-based teaching of secondary vocational information technology courses can promote learners’ learning interest and enthusiasm to a certain extent.