Application of Knowledge Visualization in Senior High School Information Technology Classroom Teaching

Abstract

Knowledge visualization has become the development trend of the current era. Based on the "visual teaching", this work explored the visual teaching of senior high school information technology courses, conducting teaching design and practice based on knowledge visualization. This work studied and analyzed students' information literacy, achievement and classroom performance through a questionnaire survey, observation and statistical analysis, so as to provide some references for future teaching. The work found that knowledge visualization teaching has a significant effect on improving students' academic performance, students' enthusiasm of learning, and students' classroom participation. However, the information literacy of students is a process of continuous accumulation. Short-term teaching has a certain effect on the improvement of students' information literacy, but the effect is not obvious. Keywords—visualization; teaching; information technology course; SPSS I. RESEARCH BACKGROUND AND SIGNIFICANCE New fields such as Internet Plus Education have become the development trend of current primary and secondary school teaching. The "Ordinary High School Information Technology Curriculum Standards" promulgated in 2017 defines the core literacy of the discipline as information awareness, computational thinking, digital learning and innovation, and information society responsibility, emphasizing the essence of project learning, reconstructing teaching methods, and creating a digital learning environment. Focusing on the core literacy of the discipline, building a sustainable learning resource with the "Internet Plus" thinking [1]. Traditional teaching strategies and teaching methods can no longer meet the needs of today. The teaching content, teaching organization and teaching evaluation and other aspects of information technology courses should be reconstructed accordingly. In the CNKI, using “knowledge visualization” as the subject to query, and the number of related documents in the past 10 years was obtained, as shown in Fig.1. Through this figure, it can be found that research related to knowledge visualization has grown rapidly in recent years, and visual teaching has received more and more attention. In 2013, Li Mang and others pointed out in Visualization Teaching Design Method and Application that visualization is not only for convey information in a concise way, but also for analyzing information more deeply, which is suitable for target analysis, learner analysis, content analysis, strategy selection and valuation analysis, etc.[2]. In 2019, Zhou Changlin used virtual chemistry experiment software as the basic tool to explore the specific method and teaching application value of the visual teaching design in the section of “Salt hydrolysis”, which shows that the visual teaching design can balance the process and result of thinking visualization, and conducive to strengthen students' understanding of the subject [3]. In teaching activities, visual teaching not only helps the presentation and transmission of information, but also helps students understand and reconstruct knowledge; not only can transfer explicit knowledge but also can transfer tacit knowledge [4]. However, the current research on visual teaching mainly focuses on teaching design, teaching strategies and the application in specific teaching, there is no systematic knowledge visualization teaching system [5]. The study of knowledge visualization teaching can improve the existing teaching, select appropriate visualization tools according to the type of teaching content, carry out visual teaching design, discover the teaching methods and teaching organization forms used in visual teaching, in order to carry out meaningful learning and effective teaching[6]. Fig. 1. Trend map of knowledge visualization literature 5th International Conference on Social Science and Higher Education (ICSSHE 19) Copyright © 2019, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Advances in Social Science, Education and Humanities Research, volume 336