An Action Research On The Generative Teaching Model Of Elementary School Information Technology Class

As a basic,practical and comprehensive course,elementary school IT class is the starting point for students to receive information science and technology education,and it is of great value in promoting science and technology innovation.The traditional IT classroom teaching model has obvious shortcomings such as dogmatism and stereotypes,and it is difficult to meet the aspirations and needs of contemporary primary school students who are "Internet natives"for IT learning.Therefore,there is an urgent need for a teaching model to improve the presetting and teaching process of IT classroom in order to stimulate students’ learning interest and initiative and improve their problem-solving ability;this requires teachers to capture and analyze students’ learning needs during the pre-setting and teaching stages.This requires teachers to capture and analyze students’ learning needs at the pre-design and lecture stages.Teachers can efficiently obtain students’ needs from teacher-student interaction to improve teaching methods and flexibly adjust teaching activities,which is a kind of generative teaching mode;however,the existing generative teaching research rarely focuses on elementary school IT curriculum,and there is a lack of mature generative teaching mode,making it difficult for elementary school IT teachers to "cook a meal without rice The lack of a mature generative teaching model makes it difficult for elementary IT teachers to "cook without rice".This thesis proposes a generative teaching model based on elementary school IT curriculum,in order to make the elementary school IT classroom more in line with students’ learning and cognitive needs,improve students’ learning interest and initiative,and promote the improvement of problem-solving ability in the process of interactive construction,and the research is carried out from the following aspects.Firstly,starting from the realistic needs of elementary school IT curriculum teaching and the current situation of generative teaching research,we sort out the concepts and research status of generative teaching and teaching mode through literature research method,complete the work of defining relevant concepts,analyze the theoretical sources and main theoretical support of generative teaching,understand the influencing factors and elements of generative teaching mode,analyze the existing generative teaching mode,extract We analyze the existing generative teaching models and extract the basic elements of the generative teaching model in elementary school students’ IT classrooms.Secondly,we conducted a questionnaire survey on front-line teachers and students,and randomly surveyed 100 teachers in Weifang City,Shandong Province,and 336 students in the fifth grade of elementary school X to understand the attitude of elementary school IT frontline teachers toward generative teaching and the handling of situations outside the "predetermined" teaching,to understand the current situation and problems of students’ learning in IT class,and to understand the problems of primary school IT classroom.The survey was conducted to understand the current situation and problems of students’ learning in IT classes,the current situation and problems of IT classroom teaching in elementary school,the needs of students and the problems faced by teachers in conducting generative teaching.In view of the problems of IT teaching in elementary school,we combine literature research to build a generative teaching model applicable to elementary school IT classes,and explain the model from six aspects: the connotation of the model,teaching objectives,teaching process model,"teaching generation points" and generation strategies,teaching environment with technical support and teaching evaluation.The teaching process model discusses the teaching and learning activities carried out by teachers and students and the corresponding support provided by technology from the whole process of teaching before,during and after class,and draws a diagram to show the teaching generation process.At the same time,we summarize the four types of "generative teaching points" in primary IT classrooms and propose generative strategies.Next,the effectiveness of the generative teaching model in elementary IT classes was verified.Through action research and quasi-experimental research,an experimental study was conducted in X elementary school in Shandong province,and the fifth grade parallel classes A and B were selected as the experimental and control classes for the quasi-experimental study.The problem-solving ability questionnaire was designed,and pre-tests and data analysis were conducted for the experimental and control classes to ensure that there was no significant difference in the problem-solving ability levels between the two classes.We collected and compared data on classroom teaching recordings,teaching process data(such as pre-study,interaction,homework submission,etc.),student work and evaluation,and analyzed changes in student learning engagement;we conducted post-tests on the problem-solving ability of experimental class A and control class B,and analyzed the impact of this model on students’ problem-solving ability by comparing data from the two classes.Through practice,it was proved that compared with the traditional elementary school IT teaching model,the generative teaching model proposed in this thesis produced positive effects in the teaching process of elementary school IT classrooms: students’ learning engagement in the process of IT learning was significantly increased,and students’ problemsolving ability was effectively improved.