Study On Application Of Instructional Scaffolding In Junior Information Technology Teaching

The basic concept of the new curriculum reform requires developing students’learning ability, such as initiative, collaboration, inquiry, while under the theoreticalguidance of constructivism, the student-centered instructional scaffolding advocates itto give full play to students’ learning initiative, enthusiasm directed by teachers,reflecting students’ cognitive function, focusing on providing students with differentlearning supports and helping students learn. Instructional scaffolding has found anappropriate integration of points between teaching and learning, then effectivelyrealizing the interaction between them. IT courses in junior school are mainly set tocultivate students’ interesting in information technology, innovation and informationliteracy, enabling students to understand and mastering the basic knowledge and skillsof information technology, through which can help them develop and improvestudents’ practical ability, learning ability as well as that like problem analysis,problem solving as well as collaborative learning.This thesis, with five parts, mainly conducts a comprehensive and systemic studyon the theoretical and practical application of instructional scaffolding teaching injunior IT courses via a serial of researches in literature theory, surveying and practice.Five parts of the thesis are as following: The first part put forward the researchquestions through background description, followed sorting out related studies,further clarify the research question. Furthermore, it describes the purpose andsignificance of the study, research ideas, methods and main content. The second partdefines the concept of stent, learning support and scaffolding instruction, expoundsthe basic link of scaffolding instruction, analyzes the content and features of juniormiddle school information technology curriculum teaching, and further discussesthe theoretical basis for junior IT teaching to conduct instructional scaffolding. Therelevant theoretical basis of the study carried out more detailed. The third partconstructs the application methods of instructional scaffolding in junior IT teachingbased on the theoretical basis, explains its key points in its implementation and thebasic design principles, analyzes student-centered instructional design processes and then puts forward the design process of instructional scaffolding junior IT coursesteaching as well as how to apply it in different forms of scaffolding.. According to theabove concepts and teaching design process, the fourth part introduces a two-monthpractical research of instructional scaffolding in junior IT teaching applicationcollaborated between the author and the eighth-grade teachers of the aimed school.Through the program of design, implementation, reflection and improvement, then itverifies the implementation effect of instructional scaffolding in junior IT teaching.The conclusion and prospect are presented in last part.The results show that instructional scaffolding can better promote students’participation in the learning process, stimulate students’ interest and motivation, andenhance their self-learning ability in order to better carry out study. But as a result ofthe sample and time limitations, the universality and popularization of the conclusionof this study remains to be further validation.