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

Xiulin Ma; Zhinie Nie; Yujuan Jia; Xue Jiang

doi:doi:10.11648/j.edu.20211006.16

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

Xiulin Ma, Zhinie Nie, Yujuan Jia, Xue Jiang

Published in Education Journal (Volume 10, Issue 6)

Received: 29 October 2021 Accepted: 22 November 2021 Published: 27 November 2021

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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.

Published in	Education Journal (Volume 10, Issue 6)
DOI	10.11648/j.edu.20211006.16
Page(s)	245-257
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Project-based Learning, Task-driven Method, Information Technology Course Teaching

References

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[2]	Zhou, Z. Y. (2016). Project based learning, let learning grow naturally. People's Education, (11): 70-73.
[3]	Guo, S. Q. (2006). Connotation of task driven teaching method. China Audio Visual Education, 2006 (07): 57-59.
[4]	Ma, X. L., Zhong, K. D., & Jin, H. Y. (2009). Research on teaching mode of information technology course. China Education Informatization, (17): 66-69.
[5]	Bai, S. J. (2013) Introduction to modern project management. Beijing: Electronic Industry Press.
[6]	Zhao, C. L., Jia, Y. N., & Cheng, M. F. (2011) Research on teaching design of modern educational technology experimental course based on task driven teaching method. Modern Educational Technology, 21 (01): 142-146.
[7]	Li, X. M., & Wu, H. S. (2007) Teaching application of "task driven" teaching method--Teaching Design of word picture and text mixed arrangement. China audio visual education, (01): 88-90.
[8]	Guo, D. J., Ma, Q. X., Zhao, F. Z., Yuan, H. X., & Lin, H. B. (2000) Compilation of arcs Interest Questionnaire. Psychological development and education, (02): 33-37.
[9]	Chen, Y. Q. (2009) Research on the application of task driven teaching method in high school information technology curriculum, M. A. Thesis. Shandong: Shandong Normal University.
[10]	Guo, J. (2014) Practical research on task driven teaching method in information technology teaching in senior high school, M. A. Thesis. Wuhan: Central China Normal University.
[11]	Alfonso, S. (2017). Implementing the Project Approach in an Inclusive Classroom: A Teacher's First Attempt with Project-Based Learning. YC Young Children, 72 (1), 57-65.
[12]	Harris, M. J. (2014). The challenges of implementing project-based learning in middle schools (Order No. 3690756). Available from Education Database; ProQuest Dissertations & Theses Global. (1666828757).
[13]	Sahli, R. (2017). An Examination of the Effectiveness of Project-Based Learning on Student Academic Achievement and Teacher Perceptions of Project-Based Learning (Order No. 10748735). Available from ProQuest Dissertations & Theses Global; Publicly Available Content Database. (2026817186).
[14]	Li, L. (2015). Project-based learning in electronic technology: a case study. European Journal of Engineering Education, 40 (5), 499.
[15]	Lin, L. (2018). Integrating the problem-based learning approach into a web-based English reading course. Journal of Educational Computing Research, 56 (1), 105-133.

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Xiulin Ma, Zhinie Nie, Yujuan Jia, Xue Jiang. (2021). An Empirical Study on Improving the Teaching Effect of Information Technology Course in Senior High School Based on Project-based Learning. Education Journal, 10(6), 245-257. https://doi.org/10.11648/j.edu.20211006.16

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ACS Style

Xiulin Ma; Zhinie Nie; Yujuan Jia; Xue Jiang. An Empirical Study on Improving the Teaching Effect of Information Technology Course in Senior High School Based on Project-based Learning. Educ. J. 2021, 10(6), 245-257. doi: 10.11648/j.edu.20211006.16

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AMA Style

Xiulin Ma, Zhinie Nie, Yujuan Jia, Xue Jiang. An Empirical Study on Improving the Teaching Effect of Information Technology Course in Senior High School Based on Project-based Learning. Educ J. 2021;10(6):245-257. doi: 10.11648/j.edu.20211006.16

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@article{10.11648/j.edu.20211006.16,
  author = {Xiulin Ma and Zhinie Nie and Yujuan Jia and Xue Jiang},
  title = {An Empirical Study on Improving the Teaching Effect of Information Technology Course in Senior High School Based on Project-based Learning},
  journal = {Education Journal},
  volume = {10},
  number = {6},
  pages = {245-257},
  doi = {10.11648/j.edu.20211006.16},
  url = {https://doi.org/10.11648/j.edu.20211006.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20211006.16},
  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.},
 year = {2021}
}

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TY  - JOUR
T1  - An Empirical Study on Improving the Teaching Effect of Information Technology Course in Senior High School Based on Project-based Learning
AU  - Xiulin Ma
AU  - Zhinie Nie
AU  - Yujuan Jia
AU  - Xue Jiang
Y1  - 2021/11/27
PY  - 2021
N1  - https://doi.org/10.11648/j.edu.20211006.16
DO  - 10.11648/j.edu.20211006.16
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 245
EP  - 257
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20211006.16
AB  - 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.
VL  - 10
IS  - 6
ER  -

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Author Information

Xiulin Ma

Faculty of Education, Beijing Normal University, Beijing, China
Zhinie Nie

Faculty of Education, Beijing Normal University, Beijing, China
Yujuan Jia

Faculty of Education, Beijing Normal University, Beijing, China
Xue Jiang

Faculty of Education, Beijing Normal University, Beijing, China

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APA Style

Xiulin Ma, Zhinie Nie, Yujuan Jia, Xue Jiang. (2021). An Empirical Study on Improving the Teaching Effect of Information Technology Course in Senior High School Based on Project-based Learning. Education Journal, 10(6), 245-257. https://doi.org/10.11648/j.edu.20211006.16

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ACS Style

Xiulin Ma; Zhinie Nie; Yujuan Jia; Xue Jiang. An Empirical Study on Improving the Teaching Effect of Information Technology Course in Senior High School Based on Project-based Learning. Educ. J. 2021, 10(6), 245-257. doi: 10.11648/j.edu.20211006.16

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AMA Style

Xiulin Ma, Zhinie Nie, Yujuan Jia, Xue Jiang. An Empirical Study on Improving the Teaching Effect of Information Technology Course in Senior High School Based on Project-based Learning. Educ J. 2021;10(6):245-257. doi: 10.11648/j.edu.20211006.16

Copy | Download

@article{10.11648/j.edu.20211006.16,
  author = {Xiulin Ma and Zhinie Nie and Yujuan Jia and Xue Jiang},
  title = {An Empirical Study on Improving the Teaching Effect of Information Technology Course in Senior High School Based on Project-based Learning},
  journal = {Education Journal},
  volume = {10},
  number = {6},
  pages = {245-257},
  doi = {10.11648/j.edu.20211006.16},
  url = {https://doi.org/10.11648/j.edu.20211006.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20211006.16},
  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.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - An Empirical Study on Improving the Teaching Effect of Information Technology Course in Senior High School Based on Project-based Learning
AU  - Xiulin Ma
AU  - Zhinie Nie
AU  - Yujuan Jia
AU  - Xue Jiang
Y1  - 2021/11/27
PY  - 2021
N1  - https://doi.org/10.11648/j.edu.20211006.16
DO  - 10.11648/j.edu.20211006.16
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 245
EP  - 257
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20211006.16
AB  - 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.
VL  - 10
IS  - 6
ER  -

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