The cultivation of information literacy mainly shows that students can correctly understand information technology and related concepts in the learning process, skillfully use technology to solve practical problems when encountering problems, and attach importance to information search, analysis and evaluation. In a sense, this is also the cultivation of junior high school students' autonomous learning ability. Next is the information literacy paper I compiled for you, hoping to help you.

1 pheromone in junior high school students' information technology class

The classroom teaching of junior high school information technology is the main position for students to accept information technology knowledge, so it is of great practical significance to cultivate students' information literacy in the teaching process. The cultivation of information literacy mainly shows that students can correctly understand information technology and related concepts in the learning process, skillfully use technology to solve practical problems when encountering problems, and attach importance to information search, analysis and evaluation. In a sense, this is also the cultivation of junior high school students' autonomous learning ability. For junior high school students, their information literacy should include four aspects: information common sense, information consciousness, information morality and information ability. Through the cultivation of information literacy, we can not only cultivate students' ability to analyze and solve problems in real life by using information technology, but also improve students' information skills. In this process, it can promote students' thinking ability of understanding, screening, obtaining and distinguishing information, promote students' processing and processing of information, and cultivate students' innovative ability. At the same time, we can standardize students' behavior through information ethics, make them consciously follow certain social ethics and moral norms, and enhance students' sense of social responsibility.

2 junior high school information technology courses to cultivate students' information ability

Teaching practice analysis of literacy task-driven teaching method Literacy task-driven teaching method is a student-centered and ability-based action-oriented teaching method. It was put forward by American educator Dewey, and it is a teaching method based on constructivism teaching theory. Its meaning is that students are driven by strong problem motivation in the learning process, and they designate a task activity center around teachers, and complete their learning practice by actively applying learning resources and combining independent exploration and interaction. Task-driven teaching method pays more attention to the use of students' inquiry and curiosity in the construction of its teaching mode, and hides the new knowledge to be learned in the task, so that students can carry out learning activities with high interest in the real teaching situation, understand and master the knowledge involved through the analysis and discussion of the task, and explore ways to solve problems under the guidance of teachers. This teaching method can not only promote students' interest in learning and improve learning efficiency, but also cultivate students' innovative ability and cooperative spirit, and apply it to junior high school information technology education, thus contributing to the cultivation of students' information literacy.

2. 1 Creating situations and designing tasks and tasks based on goals is the premise of task-driven teaching and the core content of the whole teaching model. The purpose of creating situation is to make all kinds of learning factors in the most harmonious state, so as to teach and learn effectively, which is the necessary way to realize task-driven teaching. In the teaching process, teachers can use multimedia or common life situations in students' daily life and study to design tasks, naturally and truly lead to tasks, and then arouse students' knowledge and experience in the original cognitive structure and have a deeper understanding of tasks. In task design, we should pay attention to the following principles: First, the task design should be divided into three stages: basic task, improving task and creating task, and the design should follow the principle of step by step; Second, the design of the task should be comprehensive, and the task should involve both new knowledge and old knowledge, which is conducive to improving the construction of the knowledge system and the flexible use of knowledge; Third, we should fully consider the size of the task, the content of knowledge points, the connection before and after, and the dispersion of key and difficult points, which is conducive to promoting the improvement of students' information ability.

2.2 Organize the class, and the teacher who completes the task is the organizer and guide of the class. After leading out the task, in order to reduce the blindness of students in the process of completing the task, teachers can make appropriate analysis of the task. By proposing tasks, students begin to think and use what they have learned to deal with and complete tasks. In this process, teachers can actively encourage students to study independently, unite and cooperate according to the situation, and advocate students to discuss and exchange, which is conducive to the supplement, revision and exchange of different views among students, and stimulate students to establish and improve their own knowledge system and enrich their knowledge and ability through the study and consolidation of old and new knowledge.

2.3 effect evaluation and summary effect evaluation and summary is an important link in the application of task-driven teaching method, and it is also a good opportunity to cultivate students' good self-confidence and sense of accomplishment. First of all, students make positive self-evaluation or mutual evaluation on the solutions, processes and results of solving problems, and combine other people's speeches to improve their learning level. Secondly, teachers should also make appropriate summative evaluation to help students summarize and point out the strengths and areas worthy of improvement of these works, so as to deepen the harvest. In this process, teachers should fully affirm the rationality of various opinions, respect students' opinions and personality development, give appropriate inspiration and guidance, be good at grasping the innovations among students, and focus on clarifying what can be learned and used for reference.

3 Conclusion

Generally speaking, the information technology course is not a simple skill education, but is built to adapt to quality education. Under the fierce competition in today's society, junior high school information technology teachers should focus on students' information literacy ability, consciously cultivate middle school students' information literacy, not only highlight the subject characteristics, but also combine teaching practice to maximize the comprehensive efficiency of information technology courses and promote the improvement of students' information literacy. Through a lot of teaching practice, it is proved that the application of task-driven method in junior high school information technology course is of positive significance to stimulate students' interest in learning, improve learning efficiency and cultivate students' information literacy. Junior high school information technology teachers should strengthen the research and application in this field.

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