Innovation in Information Technology Teaching Strategies in the Digital Learning Environment of Secondary Vocational Schools

Abstract

With the in-depth development of information technology, the digital learning environment has become a crucial domain for information technology education in secondary vocational schools. This study addresses the problem of insufficient adaptation between traditional teaching strategies and the digital environment. It deconstructs the core elements and interactive characteristics of the digital learning environment and analyzes the structural features of the information technology curriculum in secondary vocational schools, thereby revealing the systemic tension between existing teaching strategies and the digital environment. Grounded in constructivism and situated cognition theory, the research constructs an innovative framework for teaching strategies, which incorporates the principles of adaptability, interactivity, and generativity. It proposes a digital tool-based task-driven strategy and a human-computer collaborative integration model. Furthermore, the study designs a three-phase implementation pathway comprising the preparation, transition, and execution stages. It also establishes a feasibility evaluation system based on three dimensions: technical compatibility, instructional effectiveness, and operational sustainability. Ultimately, a data-driven mechanism for iterative optimization of the strategies is formed. This research provides theoretical reference and practical guidance for the innovative development of information technology teaching in secondary vocational schools within the digital context.