Project-based Teaching Design And Practice Of High School Information Technology Courses Under The Concept Of OBE

In today’s society,emerging information technologies such as 5G,artificial intelligence,and the internet are developing rapidly,leading to profound changes in our lives.To adapt to this change,we need to have a higher level of information literacy.Information technology courses in education play a crucial role in cultivating students’ information literacy and helping them adapt to the needs of future society.Therefore,high school information technology teachers should change their educational beliefs and use new teaching theories and methods to conduct information technology teaching,improve classroom efficiency,and enhance students’ information literacy.Based on Bloom’s mastery learning theory,Piaget’s constructivism learning theory and Dewey’s learning by doing theory,this study uses the literature analysis method,investigation research method,action research method,and the principle of focusing clearly,backward design,expanding opportunities,and evaluation diversification,Based on Acharya’s implementation of the OBE theoretical structure model and Zhang Wenlan’s project-based teaching implementation process proposed from the perspective of national project-based curriculum reconstruction,a project-based teaching design process for high school information technology under the OBE concept was constructed,which includes three stages: the stage of clarifying achievement goals,the stage of achieving learning outcomes,and the stage of evaluating learning outcomes.Seven links: determining goals,determining projects,developing plans,exploring activities,creating works,exchanging results,and evaluating and summarizing.The various stages of the teaching design process are progressive and highly operable,which can effectively guide teaching practice.In order to verify the effectiveness of the information technology project-based instructional design process in senior high school under the OBE concept,action research method is used for teaching practice.Based on the questionnaire analysis of the implementation effect of teaching design,interviews with teachers and students,analysis of student works,classroom observation analysis,and project-based teaching activity analysis,the shortcomings in the teaching practice process are corrected,the teaching design process is improved,and the effectiveness and feasibility of the teaching design process are verified.The research results indicate that the OBE concept designed in this study can stimulate students’ interest,improve learning enthusiasm,improve classroom efficiency,and promote the cultivation of students’ comprehensive abilities in high school information technology project-based teaching.