Research On The Cultivation Of Middle School Students' Information Literacy Based On Scratch

The rapid expansion of information is a significant feature of today’s society. As the "digital natives" in the information age, the information literacy of high school students is no longer a simple objective to determine the authenticity of sources of information and the ability to grasp the simple retrieval of information. For them, what really matters is the ability of self-discovery in the ocean of information, a comprehensive understanding of the problem, self-exploration problem-solving skills, such as the ability to be known as the "digital fluency (Digital fluency)". Scratch provides us with such a creative way. It is the Massachusetts Institute of Technology (MIT) for the development of a 8-16-year-old programming tools. We use it for multimedia art design, game programming and it has very important significance for students’information literacy Combined with China’s national conditions, in the framework of the New Curriculum, many high school IT curriculum artificially break links between knowledge and ignore cultivation of the ability, just pay attention to the use of the software, do not pay attention to students’ ability to use information technology to solve the problem. it is difficult to achieve the purpose of training students in information literacy requirements of the New Curriculum.In this paper, we use the literature research, action research, and other research methods, select students of Hai Wang junior school grade two for the study. By means of a quasi-experimental study, we use Scratch as the means and methods to integrate the content of multimedia information technology under the new curriculum standards framework for enhancing students’ information literacy ability. In addition we produce six projects and design Scaffolding Tools for Scratch programming. Project inquiry-based learning (Inquiry Project Based Learning, PBL), compared to the traditional teaching methods, students from the experimental class have a significant increase in information literacy level of competency after the experiment. Experimental results show that Scratch project-based teaching for students creates a real learning situation, effectively trains students to analyze problems and problem-solving skills to enable students to transfer knowledge to practical situations of applications. It is from both the content and the way significantly better than traditional teaching and has a very huge role in improving students’ information literacy level of competence. Finally, satisfaction surveys of experimental class about Scratch show that Scratch as the graphical software, students easy entry, combined with a means of teaching project can effectively stimulate students’ interest in learning, improve their unity and cooperation ability. Scratch as a way of integration of information technology curriculum content enhances the students’ interest and faith in traditional information technology courses and it has very important significance for the future development of information technology and information technology disciplines and innovative teaching.