| With the deep development of education informatization,higher requirements have been put on cultivating talents in the new era.Learners’ learning cannot only stay in the shallow learning stage such as memorization and imitation,but should pursue the deep learning level such as learning to learn,active learning,and migration application,and pay attention to the cultivation of students’ higher-order thinking.Deep learning has become an important concept nowadays to promote lifelong learning and the long-term development of learners.How to integrate deep learning concepts into the teaching of primary and secondary school IT courses to support the development of core literacy.How to design IT course instruction to promote deeper student learning.Focusing on the above two core issues,this study constructs a teaching design path for junior high school IT courses aimed at deep learning and develops a limited teaching practice,aiming to provide a teaching paradigm for the shift to deep learning in junior high school IT courses and a concrete and feasible practice path for achieving deep learning of students.In order to investigate the teaching design path of IT courses aiming at deep learning,this study first analyzes deeply based on the relevant literature on deep learning and the teaching status of primary and secondary school IT courses in China,clearly grasps the essence and characteristics of deep learning,and analyzes the teaching concepts and ideas that promote deep learning;then decomposes the teaching design path of IT courses aiming at deep learning into deep learning preparation stage,deep learning evaluation design,and deep learning practice stage under the inspiration of deep learning route,Ub D theory,and large concept unit teaching design.Then,the core elements and significant ideas of Marzano’s taxonomy of educational objectives,contextual cognitive theory,Piaget’s constructive theory of occurrence,and metacognitive theory are drawn to build a teaching practice process for junior high school IT courses aimed at deep learning.Finally,a middle school’s IT course teaching case aimed at deep learning was designed based on the instructional design path,and it was initially applied to the middle school’s IT course teaching practice.After the implementation of the teaching case,the deep learning evaluation scale,the Python programming knowledge test paper,and the teacher interview were used to comprehensively measure the students’ deep learning effectiveness and the actual teaching effect.The results of this study show that the instructional design of middle school IT courses aimed at deep learning can promote students’ deep learning,support students’ deep participation and experiential learning,contribute to students’ problem-solving ability and higher-order thinking development and provide reference and lessons for teachers to carry out deep teaching practices. |
