With the advent of the information age and the continuous development of education modernization,the requirements for training information technology talents are constantly updated.How to effectively carry out information technology curriculum teaching in junior high schools has been paid more and more attention by more and more educators.Changes in the requirements of the times will inevitably lead to the adjustments in the teaching of information technology courses.Junior middle school information technology courses emphasize exploration and innovation,and focus on the cultivation of students’ information literacy and thinking abilities.Through the investigation,it is found that there are some problems in the current teaching of information technology courses in junior high schools,such as the lack of reflection of higher-order thinking teaching objectives,the teachers do not pay enough attention to the individual differences among students,and the single teaching and evaluation method,which affect the achievement of the teaching goal.Project-based teaching conforms to the requirements of information technology personnel training.It allows students to explore independently,constantly think and solve practical problems in the form of project tasks,which plays a positive role in cultivating group cooperation ability and students’ higher-order thinking.This study adopts literature research,interview,questionnaire,educational observation,action research,quasi-experimental research and statistical analysis method.Under the guidance of relevant theories and construction principles,it constructs a instructional design model,adopts three rounds of action research,optimizes the model,combines with the characteristics of information technology courses,applies it to teaching practice,and statistically analyzes differences in students’ higher-order thinking,trying to improve junior middle school information technology curriculum teaching,promote the cultivation of students’ higher-order thinking.Firstly,this study summarizes the research status of higher-order thinking and project-based teaching at home and abroad by combing relevant literature,defines the concepts of higher-order thinking and project-based teaching,and expounds the relevant theoretical basis.Through literature review and field research,this paper analyzes the problems in the teaching of information technology courses in junior high schools from macro and micro levels.Secondly,on the basis of theoretical research,based on instructional design principles and basic elements,combined with the project-based teaching process,a preliminary project based instructional design model of junior middle school information technology curriculum was constructed,and three rounds of educational action research were conducted.Through observation and reflection,the model is constantly improved.The final model is mainly divided into three stages:pre-class design,in-class activity and after-class reflection.The specific content of teacher activity and student activity is defined according to the project based teaching stage.Finally,in order to verify the effectiveness of the model,the author conducted a quasi-experimental study,and selected two equivalent nature classes in the author’s practice school as the experimental group and the control group,to analyze the application effect of the instructional design model.The analysis results show that the project-based instructional design model for junior middle school information technology curriculum can promote the development of students’ problem-solving thinking,decision-making thinking,critical thinking and creative thinking,and has a significant effect on the cultivation of students’ higher-order thinking. |