Junior High School Information Technology Courses Paradigm Learning Stent Design

As new curriculum reform going further, the three-dimensional target of Information technology proposed the ideas "Student-based" and "learning Process-oriented". To be IT course teachers, we must keep abreast of the times, and change the old concepts of "teaching technology for technology" and take a new look at the classroom teaching.We must think as an guide and helper that how to create a suitable learning platform for students, and how to make the students build knowledge with the help of teacher under the learning platform? Good examples are usually chosen by teacher using in the classroom. During the process of students' learning, teachers provide exemplary cases scaffolding platform for student in good time as helper, and willing to increase learning efficiency. This will achieve the perfect state of efficient classroom learning under the requirements of new curriculum reform. And, of course, these just meet the teaching idea of the new curriculum reform.This paper worked in two aspects:one is analysis of the deficiencies of teachers' aiding learning in the teaching process, another is proposed research plans, after taking a survey of application status that examines the Exemplary cases scaffolding for learning in classroom. Based on reading through relative literature, and combines the Exemplary cases theory and Scaffolding Instruction theory with it, the meaning of Exemplary cases Scaffolding for learning has teased. Then setting the theory of Exemplary cases Scaffolding for learning as the starting point to learn, from three roles--learners, course content and teachers to analyze the status which for providing references for further study. Contact four aspects of conventional classroom teaching, this paper presents design ideas of the Exemplary cases Scaffolding for learning, and its type design in four stage that is "guide, teach, practice, evaluate". They are context scaffolding, target scaffolding and content scaffolding in Guide Stage; cooperation scaffolding and accept scaffolding in Teach Stage; tool scaffolding and thinking scaffolding in Practice Stage; transform scaffolding, emotion scaffolding and evaluation scaffolding in Evaluate Stage. Through the above work, I want to carry out empirical research and make the different types of scaffolding used in teaching practice. I will choose "Multimedia Work" of the teaching unit for the learning content, and select two groups as my subjects, bobby group and regular classes, then try it separately under the self-exploration and task-driven methods in my empirical research. On the basis of the results, I will create an electronic archive of class assignments, excellent works and a network paradigm repository in the end.