| With the emphasis of national policies on informatics Olympiads,more and more schools are joining the queue to conduct them.In the context of the information age,the document "New Generation of Artificial Intelligence Development Plan" issued by the State Council has made corresponding requirements for teaching computer programs and artificial intelligence in primary and secondary schools as a way to improve the overall quality of students.However,informatics Olympiad,as an advanced program teaching activity,has difficult content,complex writing and abstract thinking,and there are certain difficulties for high school IT teachers to instruct informatics Olympiad.So,what is the current situation of high school IT teachers guiding the Olympiad in informatics? What kind of countermeasures have been adopted by high school IT teachers to guide the Olympiad? What problems still exist? This study explored this issue.Based on the above questions,this study,based on the theory of cognitive apprenticeship and the theory of teachers’ professional growth,mainly adopts the literature analysis method to sort out and analyze the current situation of domestic and foreign informatics Olympiads,the theory of cognitive apprenticeship and the theory of teachers’ professional growth,combining the four dimensions of cognitive apprenticeship,which are guidance content,guidance method,guidance sequence and guidance sociality,and using the General High School Curriculum Program and Language and Other Subjects Curriculum Standards(Revision 2020,2017 Edition)" as the basis for designing questionnaires and interview outlines,and after analyzing the results of the questionnaires and interviews,countermeasures for high school IT teachers to guide informatics Olympiad were proposed.This study was divided into three stages.First,before formally distributing the questionnaire,the author analyzed the reliability and validity of the questionnaire,and the overall reliability of this questionnaire was 0.712 and the overall validity was 0.864,so both the reliability and the validity of this questionnaire met the standards.The questionnaire was sent through QQ and We Chat,and 150 valid questionnaires were returned.Secondly,the data of high school IT teachers instructing informatics Olympiad were analyzed by SPSS22.0,and combined with the content of the interviews,it was found that: a few schools do not pay attention to the pre-service training of informatics Olympiad and do not realize the complexity of the knowledge of informatics Olympiad;informatics Olympiad is still in a disadvantaged position in most high schools and does not get enough attention;the teachers’ job duties are too chaotic,so they cannot concentrate on teaching;the reward system for IT Olympiad teachers is not perfect,and the teachers are not enthusiastic about teaching;the teacher strength of IT Olympiad is low,and the teachers fail to pay attention to every student,etc.Finally,in order to effectively improve the effect of high school IT teachers guiding informatics Olympiad,from the teaching reality,based on Katz’s four-stage theory of teachers’ professional growth,some countermeasures for high school IT teachers guiding informatics Olympiad are proposed: focus on the selection work of players,actively help students to build a good scaffolding,the reward system of informatics Olympiad teachers should be guaranteed,the task decomposition level strategy for students,improvement of teachers’ own communication skills,etc. |
