Research On The Promotion Strategy Of Digital Learning And Innovation Competency Of Secondary Vocational Students

"Information technology curriculum standards for secondary vocational and technical schools" 2020 puts forward: digital learning and innovation is one of the core qualities proposed by the new curriculum standards.It refers to the ability of individuals to effectively manage the learning process and learning resources,creatively solve problems,complete learning tasks and form innovative works through evaluation and selection of common digital resources and tools.At present,the main problems in the teaching of information technology course in secondary vocational schools are as follows: first,the teaching method is mainly "teaching + practice",and occasionally adopts the task driven method;2、 The classroom is still dominated by teachers and carried out in the form of "teachers speak and students listen".This traditional teaching method greatly limits students’ autonomous learning ability,cooperative learning ability and innovation ability,and can not effectively improve students’ digital learning and innovation ability.This research plan uses the methods of literature research,questionnaire survey and action research,takes secondary vocational students as the research object,analyzes the current situation of information technology curriculum teaching in secondary vocational schools,investigates the level of digital learning and innovation ability of secondary vocational students,and then takes constructivist learning theory and teaching system design theory as the bridge to integrate project-based learning,digital learning and innovation,So as to extract the specific teaching promotion strategies of secondary vocational students’ digital learning and innovation ability,so as to provide practical reference for secondary vocational information technology education researchers.Therefore,the following work is carried out in this study:First,elaborate the research background,research purpose and significance,clarify the research content,research methods and ideas,use the literature research method,sort out the domestic and foreign literature,build a theoretical framework,and summarize the research status of digital learning and innovation literacy at home and abroad.Second,it define the core concepts of this study: digital learning and innovation,three levels of digital learning and innovation ability,project learning and teaching strategy.This paper expounds the theoretical basis of this study: constructivism learning theory,teaching system design theory.Third,a questionnaire survey was conducted on the current situation of information technology curriculum teaching in secondary vocational schools and the level of digital learning and innovation ability of the research objects.The data were collected and analyzed by taking secondary vocational information technology teachers and sampled first-year students in Guangdong as the survey objects.Taking teachers as the research can reflect the current situation of information technology curriculum teaching,Taking students as research can reflect the current level of digital learning and innovation ability.These data provide empirical support for this study.Fourth,the research aims to improve students’ digital learning and innovation ability,takes project-based learning theory as the guiding concept,refers to the teaching process of project-based learning,and focuses on the "basic six step rule" of project-based learning,so as to preliminarily deduce and put forward the promotion strategy of secondary vocational students’ digital learning and innovation ability.Fifth,the author implemented teaching action research,and took the students of electromechanical class 183 of Guangdong petrochemical technology school as the research object to carry out three rounds of teaching action research.The first round of teaching action research adoptep the strategy of improving the ability of digital learning and innovation.After observing the teaching effect,analyzing and reflecting,the author modified and improved the initially proposed teaching strategy,and then carried out the second round of teaching action research.On the basis of the first round of research,it makes the teaching content more difficult and adds independent learning links to the strategies in the class,In this way,the original "six steps" will be changed into the "seven steps" rule,and the research intensity will be further deepened;Then the author conducted the third round of teaching action research,effectively connected the links before,during and after class,and finally summarized the promotion strategies of secondary vocational students’ digital learning and innovation ability.Sixth,the author analyzed the effect of teaching action research,and evaluate whether students have reached the first level of digital learning and innovation by analyzing students’ works(due to the objective limitations of research methods,students are difficult to reach the second and third levels,so they finally adopt the first level);Through the pre-test and post test of questionnaire survey,it is tested whether students improve their digital learning and innovation ability.Seventh,the author summarized the research results and reflected on the shortcomings in the research process.The conclusions of this study are as follows:1.Find the research direction of the paper from the relevant literature of digital learning,innovation and project-based learning.2.Secondary vocational students lack digital learning and innovation ability.3.The project-based learning "making micro video" case teaching is adopted to enrich the digital learning space.4.Project-based learning integrates the mode of information technology curriculum and further optimizes the teaching strategy.5.The mode of project-based learning and integrated teaching is of far-reaching significance to teaching reform.The teaching strategy proposed in this paper is to build a bridge with two theories,integrate project-based learning into the model of basic information technology course,in which digital learning and innovation are the carrier,the model is the booster,and the theory is the supplement.Through the scientific design of teaching scheme,the implementation of teaching activities,the action runs through the trinity of "pre class,in class and after class",complete specific project tasks,and verify and improve the classroom teaching mode,It can better improve students’ digital learning and innovation ability,and most students can basically reach the first level of digital learning and innovation ability,which enriches the research theoretical system of digital learning and innovation of information technology course in secondary vocational schools to a certain extent.This strategy provides a reference for secondary vocational teachers in the teaching of information technology courses.