Task-driven teaching reflection and reconstruction opening report

This topic was submitted on April 7th, XX, and was approved as a sub-topic of the National Education Information Science Education and Information Technology Education Research Project. In order to facilitate local management, it was applied for the “10th Five-Year Plan” of Maoming Education Science, and was officially approved by Maoming Education Association and Maoming Education Bureau on February 10, XX. After intense preparations, it was officially opened today. Now, on behalf of the research team, I will give a report to the participating teachers, and ask the teachers to discuss, and ask the leaders and experts and professors to give more valuable comments.

• The purpose and significance of the research

The "Standards for Technical Courses in General Senior High Schools" states: "From the practical perspective of teaching, flexible and appropriate selection of teaching methods according to different teaching objectives, contents, objects and conditions, and good at combining various methods organically. Any kind The selection and use of methods and models should be based on a deep understanding of its content.” Information Technology is a brand new course that not only has new teaching content, new educational concepts, but more importantly, new teaching methods. Due to the characteristics of "new technology, wide vision, heavy practice, and strict logic" in the information technology course, this course is no longer a simple teaching of computer knowledge and training operation skills, but more importantly, it is to cultivate students' information literacy. Therefore, we must change education, teaching ideas, change traditional teaching methods, and deeply understand its connotation, and improve students' information literacy.

Our county is a small county town along the coast. Due to economic backwardness and limited conditions, information technology education is carried out later. Although some schools have carried out some small-scale multimedia teaching research and exploration, and achieved certain results, due to information blockage, Lack of necessary theoretical guidance, and the development of students' thinking and ability, compared with the traditional way, there is no substantial change. In recent years, with the rapid spread of the Internet, we have narrowed our distance from experts and scholars all over the country, making it possible for our teaching and research to obtain timely guidance from experts. Through the active contact of the Internet, we got the teaching and experimentation of the task-driven teaching method in the form of the subject under the enthusiastic help and support of Professor Li Yi, the head of the development team of the General Senior High School Technical Curriculum Standard, and Zhong Bochang, the secretary of the development team. This paper discusses the specific methods of task-driven teaching method in teaching, and carries out reflection and reconstruction to demonstrate the effectiveness and promotion of its teaching effect.

2. Research status, level and development trend at home and abroad

Task-driven method is a teaching method based on constructivist teaching theory. Although task-driven teaching has been widely studied and practiced at home and abroad, due to the lack of systematic theoretical improvement, this kind of "nutrition" is congenital. Unsatisfactory leads to insufficient and negative effects, and the suspicion and criticism gradually increase. Experts criticize: "Many teaching materials are now called task-driven, but lack comprehensive tasks with practical significance. There are only a few small tasks, actually Traditional practice questions are no different.” “Task-driven textbooks have become 'operational problem sets'”.

Third, the theoretical basis of the research

• Constructivist theory

There are three basic ideas in the theory of constructivism. First, learning is a process of meaning construction: people's understanding of things is related to their own cognitive structure. When learning a new unit of knowledge, the learner does not acquire knowledge through the teacher's teaching. It is through the individual's empirical interpretation of the knowledge unit to transform the knowledge into its own internal representation. The acquisition of knowledge is the result of learning the interaction between the individual and the external environment. Second, learning is a process of negotiating activities: the development of learning depends on the original cognitive structure of the person. Since each learner has his own cognitive structure and has his own experience interpretation of the real world, different learners will not have the same understanding of knowledge, which leads to the information that some learners obtain during their studies. Does not match the real world. At this time, it is only through social “negotiation” and the integration of time that consensus can be reached. Third, learning is a real-life experience: the purpose of learning is not only to let students know certain knowledge, but also to enable students to truly use what they have learned to solve problems in the real world.

• Action research theory

The Action Research Method is a research method suitable for the majority of educational technology practitioners. It is both a method and a new research concept and type of research. Action research is to find the subject from the actual work needs in the actual work process, and the actual workers and researchers participate together, so that the research results can be understood, mastered and applied by the actual workers, so as to solve practical problems and change social behaviors. The research method of the purpose. Action research requires practical workers to actively reflect and participate in research, requiring researchers to go deep into practice and participate in practical work, and require the two to collaborate and study together. In this way, researchers can change from “outsiders” to “participants”, from being responsible for “discovering knowledge” to taking responsibility for solving practical problems, and enabling practitioners to improve their actions and work.

On the basis of rethinking task-driven teaching, this topic re-constructs task-driven teaching from a new theoretical perspective, and conducts research on task-driven teaching from the three-in-one research method of experts, teaching and research staff, and teachers, and further discovers in practice. Solve the problems of task-driven teaching, correct the relevant theories and practices of task-driven teaching, demonstrate the effect of task-driven teaching, and accumulate the successful experience of task-driven teaching.

Fourth, the basic content of the research

The research of this subject includes three aspects: basic research, theoretical research and practical research. Through the analysis of the status quo of task-driven teaching, the theoretical system of task-driven teaching is reconstructed, and the different classes of the middle school and high school of Dianbai Yizhong, Chunhua School and Dianbai Experimental Middle School are used as experimental classes to conduct action research and overcome the current task-driven teaching institute. Highlight the problem and summarize a set of methods and models for task-driven teaching after “reconstruction”.

V. Method of research

The core method of this project is the action research method, accompanied by literature research, survey methods, interviews, and online seminars.

Firstly, under the guidance of information technology education experts, the current task-driven theory theory is reorganized, and the weaknesses and drawbacks of the current task-driven method are reconstructed, the theory of task-driven law is reconstructed, and the new task-driven method classroom teaching mode is explored. Experts, teaching and research staff, and front-line teachers conduct remote network discussions through the Internet. The Trinity cooperates on the teaching design of task-driven teaching for the experimental class, and conducts video analysis of the implemented teaching process. It is remotely operated by e-mail or telephone. Communicate and guide, adjust the deviations in the research process in a timely manner, and record successful experiences.

Through two years of action research, and the evaluation data of the final and final experimental and control classes, the process evaluation and qualitative analysis, summed up the research experience, form the research results in the form of papers, and put excellent teaching cases, The student works exhibition is promoted and borrowed from the teachers.

6. Implementation cycle, steps and expected results of the research project

Implementation cycle of the research project: September XX-August XX

1. Preparation stage: September XX - January XX

Set up a research group to prepare relevant software and hardware equipment for research, collect relevant materials, select and learn to use remote network communication tools, conduct network communication discussions, discuss project research plans and plans, and conduct task-driven teaching theory. Reconstruct and create a research topic website.

Expected results: Establish a special website for the topic, collect corresponding materials, and conduct online communication discussions. Liu Min completed the papers on the discussion of the classroom model after the reflection and reconstruction of the task-driven teaching method.

2. Experimental stage: February XX-June XX

It is carried out in two phases:

The first stage: February XX - August XX

Through the network exchange, the teaching design of the high school information technology textbook in our county was carried out. The experimental class and the control class were selected in the three schools, and the other classes in the same grade were used for external reference. The teaching of the experimental class is mainly task-driven teaching. The content of the unsuitable task-driven teaching adopts the same conventional teaching method as the control class. The control class uses the conventional teaching method to conduct the first phase of action research and perfect the task-driven teaching theory.

At the end of the period, according to the evaluation data for comparison and analysis, the students were interviewed, and the methods and effects of the adjustment and implementation were summarized. The first stage was evaluated, the experience was summarized, and preliminary conclusions were drawn.

Second stage: September XX - July XX

On the basis of the first stage, the task-driven teaching method is further improved. The experimental teachers independently carry out teaching design and teaching under the guidance of experts and teaching and research personnel, and record the research process. At the end of the period, the second stage will be evaluated, the experience will be summarized, and the final conclusion will be drawn.

Expected results: The teachers participating in the research team wrote the experimental results report according to the experimental results, and produced the “New Task-Driven Teaching Method Demonstration Example” vcd.

3, the stage of the conclusion: July XX - September XX

Organize various materials to form research results, and invite relevant teaching and research personnel from educational leaders and brother schools to conduct evaluation, promotion and reference.

Expected results: The “Reconstruction Task Driven Classroom Teaching Model Final Report” was formed; the participants participated in the research papers.

Seven, the research team

Research Counselor: Professor Li Yi, Zhong Bochang

Project leader: Liu Min

Teaching experiment teacher: Liao Yonghai

Liang Shuqing

Chen Yayun

Li Xiaoyong

Members of the research team, this task is arduous and of great significance. As long as everyone works hard, studies hard, explores and innovates, we will be able to successfully complete the research tasks according to the expected goals, produce more results, and produce good results. County information technology education makes its due contribution and provides practical experience for the implementation of the new curriculum standard.

Thank you!