自从浙江省的新高考改革方案将技术作为七选三科目之一,技术科目的学考和选考均采用了“笔试”方式。针对这种变化,信息技术课程在教学和复习阶段也需要做出相应的调整,以适应新的高考改革方案。新的“笔试”模式下,信息技术由“技术性”向“非技术性”转变,大量的考点分布在理论性知识以及各个操作模块知识中,导致学生复习效率低下。这是由于学生在学习过程中零散地获取知识引起的。因此如何让学生建立完整的知识体系是在复习课中需要重点解决的问题。 Since the new college entrance examination reform program in Zhejiang Province, technology as one of the seven selected three subjects, technical subjects and examinations are used “written test” approach. In response to this change, information technology courses in the teaching and review phase also need to make the appropriate adjustments to adapt to the new college entrance examination reform program. In the new “written test ” mode, the information technology is changed from “technical ” to “non-technical ”, a large number of test sites are distributed in the theoretical knowledge and the knowledge of each operation module, resulting in the inefficiency of student review. This is due to the fragmented acquisition of knowledge by students in the learning process. Therefore, how to let students establish a complete knowledge system is the key problem to be solved in the reviewing class.