An Empirical Study on Improving the Teaching Effect of Information Technology Course in Senior High School Based on Project-based Learning

Abstract

Organizing teaching activities with project-based learning strategy can give full play to students' initiative and cultivate their independent inquiry ability, which is of great significance to the cultivation of innovative talents. Aiming at the problems of classroom silence, insufficient learning motivation and poor self-efficacy, which are easy to appear in the traditional teaching process of information technology, based on the paradigm of empirical research, this study explores the effective way of organizing project-based learning in high school information technology curriculum, and focuses on the project-oriented task design strategy. The study selected three classes from senior one of a high school to carry out the experiment. Among them, class 12 of senior one is used as the experimental class and classes 13 and 14 of senior one are used as the control class. On the basis of the traditional teaching of combining teaching with practice, the task driven method is used to carry out the teaching. It emphasizes the project selection and task decomposition strategy facing the teaching objectives, constructs a progressive learning and practice situation for students through a series of case-based and systematic tasks, and organizes teaching practice activities based on these tasks. On the basis of a series of teaching practice activities, through the data of academic achievement, learning interest and attitude and sense of self-efficacy, this study demonstrates that project-based learning which is based on task-driven method can indeed encourage students to better participate in learning activities, has obvious effects on the improvement of work quality and learning achievement, and can improve students' learning interest and sense of self-efficacy.