Research On The Project Teaching Design And Practice Of Junior Middle School Information Technology Under The Background Of "Double Minus"

In July 2021,the General Office of the CPC Central Committee and The General Office of the State Council issued the Opinions on Further Reducing the Homework Burden and Off-campus Training Burden of Students in Compulsory Education,proposing to reduce the heavy homework burden and off-campus training burden of students in compulsory education,pay attention to the improvement of classroom teaching quality and the optimization of classroom teaching methods.Ensure the learning efficiency of students at school.However,the traditional classroom teaching of information technology mainly adopts the mechanical teaching method combining teaching and training,which has some problems,such as separating teaching content from real life,attaching one-sided importance to the completion of learning results while ignoring innovation and iteration,and lacking process reflection,which makes it difficult to stimulate students’ interest in learning.It is not conducive to the improvement of students’ classroom learning efficiency and the cultivation of core qualities under the background of the "double reduction" policy.The "double reduction" policy is essentially to reduce the burden and improve the quality of education and effectively improve the quality of classroom teaching.Only the teaching method that conforms to the current teaching situation and students’ actual life can fundamentally reduce the burden and increase the efficiency.Combining the "double reduction" policy with project-based teaching can effectively solve the problems of divorced teaching content and low-quality project work,which is helpful to promote students’ knowledge mastery and comprehensive ability improvement.Therefore,this study carried out the project teaching design and practice of information technology in junior middle school under the background of "double reduction" to provide new ideas for improving teaching level under the requirements of the "double reduction" policy.This study is divided into four stages: preparation,design,implementation and effect analysis.First,in the research preparation stage,this study analyses and summarizes the connotation of the "double reduction" policy,the requirements of compulsory education curriculum standards,and the research status and theoretical basis of project-based teaching at home and abroad through literature research to provide an important basis for subsequent research.Second,in the stage of research and design,questionnaire and interview methods are used to carry out field investigation on the information technology teaching status of junior high school in X Middle School of Shijiazhuang City to understand the information technology cognition basis of students in this school,the development of project-style teaching,teachers’ teaching methods and other contents.It also found that the current project-based teaching has some problems,such as teaching content being divorced from the reality of life and lack of process reflection.Then,according to the actual situation of the school,guided by Dewey’s pragmatic learning theory and situational cognition theory and based on the previous project-based teaching mode,the project-based teaching design of information technology in junior middle school was carried out under the background of "double reduction".It can be divided into three stages: "dissolving doubts in the situation,innovating in the iteration and sublimating in the reflection".After that,in the research and implementation stage,teaching practice is carried out through an experimental method,an experimental class is set up,and a control class is set up.In the control class,a traditional teaching method combining teaching and practice is adopted,while the experimental class adopts the project teaching method of junior middle school information technology under the background of "double reduction".In the three stages of "dissolving doubts in the situation,innovating in iteration and sublimating in reflection",complete the three core links of "Creating real driving questions,three iterations of project works,and strengthening reflection with reflection table method",help students to think deeply through driving questions,improve the quality of project works,guide students to review and summarize knowledge in time,and deepen their understanding of knowledge in the whole process of reflection,using the self-reflection table of Buck Institute of Education.Finally,in the effect analysis stage,questionnaire survey and interview methods were used to collect and analyse the experimental effects of students’ project work results,learning results,students’ satisfaction with instructional design,learning interest and cooperation ability.The results show that this study has a positive impact on students’ learning of junior middle school information technology courses,which can improve students’ academic performance and work quality,stimulate their interest in learning,and cultivate cooperation ability,innovation ability and core literacy.It can be seen that this study has certain reference value for optimizing classroom teaching and improving students’ learning efficiency under the background of improving the quality and efficiency of "double reduction".