It is necessary to create a realistic learning situation related to the current learning theme, and guide learners into the learning situation with real "tasks" to make learning more intuitive and vivid. Vivid and intuitive images can effectively stimulate students' association, arouse students' relevant knowledge, experience and representation in the original cognitive structure, and enable students to use relevant knowledge and experience to "assimilate" or "adapt" the new knowledge they have learned and develop their abilities.
2. Determine the problem (task): Under the created situation. Choose real events or problems (tasks) closely related to the current learning theme as the central content of learning, so that students can face a realistic problem that needs to be solved urgently.
The solution of problems (tasks) can make students more actively and extensively activate their original knowledge and experience to understand, analyze and solve current problems. Problem solving provides an ideal platform for the connection and expansion of old and new knowledge, and constructing knowledge through problem solving is the main feature of inquiry learning.
3. Autonomous learning and cooperative learning; Instead of letting teachers tell students directly how to solve the problems they face, teachers should provide students with relevant clues to solve the problems, such as what kind of information needs to be collected and where to get relevant information. Emphasize the development of students' "autonomous learning" ability. At the same time, it advocates discussion and communication among students, and supplements, corrects and deepens each student's solution to the current problem through the confrontation of different viewpoints.
4. Effect evaluation: The evaluation of learning effect mainly includes two parts. On the one hand, it is the evaluation of whether students have completed the current problem-solving process and results, that is, the evaluation of the meaning construction of what they have learned, on the other hand, it is the evaluation of students' autonomous learning and cooperative learning ability.
The role of task-driven teaching method
From the students' point of view, task-driven is an effective learning method. Starting with simple examples, it promotes theoretical learning and the operation of application software, greatly improves the efficiency and interest of learning, and cultivates their self-study ability of independent exploration and enterprising.
When a "task" is completed, students will get a sense of satisfaction and accomplishment, thus stimulating their desire for knowledge and gradually forming a virtuous circle of perceptual mental activities. With one sense of accomplishment after another, students can reduce the confusion caused by the teaching method of "seeing the trees but not the forest" because of the one-sided pursuit of the "systematicness" of information technology courses in the past.