在初中信息技术教学中,课标中多次提到了对于课程实施要进行整体的规划设计。实践中,我进行了多种类型的尝试,比如对于一个模块的内容进行设计,也就是我们对教材中某一个章节内容的设计,其中以任务驱动式的教学方法贯穿始终。在以往的教学中,我常常是针对每一节课的教学内容去设计相应的任务和主题。由于各个任务是独立的,关联性弱化,因此,学完一个单元后,又给他们加入一个综合实践作品的创作任务。那么,为了让教学设计更连贯,让学生有一个整体的思维过程,所 Information technology in junior high school teaching, curriculum standards repeatedly mentioned for the implementation of the curriculum to the overall planning and design. In practice, I conducted many types of attempts, such as designing the content of a module, which is the design of a section of the textbook, of which task-driven teaching methods throughout. In past teaching, I often designed the corresponding tasks and topics according to the teaching contents of each lesson. Since each task is independent and weakening its relevance, after completing a unit, they are given the task of creating an integrated practice work. So, in order to make teaching design more coherent, so that students have a holistic thinking process