Project-Based Instructional Design And Practice For The Cultivation Of Information Society Responsibility

With the development of the times,people are currently in the midst of great changes brought about by the information society.In order to improve the digital literacy and skills of the whole society,the Ministry of Education promulgated the "Compulsory Education Information Technology Curriculum Standards(2022Edition)" in 2022,in which information social responsibility is clearly proposed as one of the core literacies of the information technology curriculum.However,the way of teaching information social responsibility in junior high school information technology classrooms needs further research.In order to enhance students’ information social responsibility literacy and innovate the teaching mode of information technology curriculum,this study takes the middle school information technology curriculum as an example based on the current situation of the curriculum,and chooses the project-based teaching mode for teaching design and practice oriented to information social responsibility cultivation.This study describes the background of the selected topic,summarizes the current situation of domestic and international research on information social responsibility and project-based teaching through the literature research method,and determines the objectives,contents,and methods of the study.A questionnaire survey was conducted to understand the current problems of information social responsibility cultivation among junior high school students and in-service information technology teachers,and a feasibility analysis was conducted by combining the characteristics of the project-based teaching model,based on which a project-based teaching design for information social responsibility cultivation was carried out.In the concrete implementation,two rounds of teaching practice were conducted for two classes with basically the same learning situation using the action research method,and reflections and summaries were made after the teaching practice to adjust and optimize the teaching design.Finally,the project results of the second round of teaching practice,post-test survey data,and student interviews were used to evaluate the teaching effect,and the following conclusions were drawn:(1)the project-based teaching mode is effective for cultivating students’ information social responsibility literacy;(2)knowledge-based teaching should be subsumed into the complete teaching process in the project-based teaching mode;(3)project-based teaching for information social responsibility cultivation should pay attention to the articulation and integration of content;and(4)project-based teaching for information social responsibility cultivation should pay attention to the connection and integration of contents.