Research On The Application Of Scaffolding Instruction In Primary School Information Technology

The rapid development of computer technology and the popularity of the Internet have increased the demand for computer talents.In the 21 st century,citizen's information technology capabilities and information literacy have been regarded as one of the indicators for cultivating citizens.The information technology discipline has received more and more attention.The new curriculum reform advocates the “student-centered” educational philosophy,deepening the reform of basic education,promoting comprehensive quality education.How to give full play to the main role of students,stimulate students' interests in learning,promote effective interaction between instruction and learning,and cultivate students independent exploration and collaborative learning ability,so as to lay a good foundation for further study,are of great importance to this research.Scaffolding instruction is based on Vygotsky's “Recent Development Zone Theory” and constructivism theory,emphasizing that students are the main body of learning,and teachers the guides and helpers of the instruction process.It is closely related to the students' proximal development area and it takes the scaffolding built by teachers as the key point,provides a good link point for teachers' instruction and students learning,promotes the effective interaction between instruction and learning.Which is closely in line with the new curriculum concept of independent learning,cooperative learning,inquiry learningUnder the guidance of constructivism theory and the theory of “proximal development area”,this study gives a deep exploration into the application of scaffolding instruction in elementary school information technology classroom instruction right from the actual instruction situation using research methods such as literature research,experimental research and interviews,according to the basic connotation and characteristics of scaffolding instruction.The study mainly includes five parts.The first part introduces the research background of this paper,sorts out relevant research at home and abroad,and clarifies the objectives and contents,research purposes and significance,research methods.The second part defines the related concepts of scaffolding and learning scaffolding and scaffolding instruction,and expounds the theoretical basis of scaffolding instruction.The third part is the design of research tools,respectively,the development of the scale and the analysis of its reliability and validity.The fourth part puts forward the principles that scaffolding should follow in the design of elementary school information technology.The front-end analysis and learning target design are carried out for primary school students.The connotation of the basic process of scaffolding instruction is analyzed in detail,and the instruction case is based on its connotation.design.The fifth part,through the implementation of specific instruction cases,cooperated with information technology teachers to conduct a quasi-experimental study of two-month scaffolding instruction in elementary school information technology instruction,implementing and rethinking the improved instruction practice activities.Therefore,the application effect of scaffolding instruction in elementary school information technology instruction is verified.The final part summarizes the application of scaffolding instruction in primary school information technology,and puts forward relevant implementation suggestions.The research results show that the scaffolding instruction can motivate students initiative and enthusiasm,stimulate students' interest in learning,promote effective interaction between instruction and learning,and cultivate students' independent exploration and collaborative learning ability,thus optimizing learning effects.However,due to the limitations of the study sample and the limited time,the scientific nature of the conclusions of this study needs further verification.The main innovations of this thesis are as follows:(1)According to the basic process of scaffolding instruction,the design of information technology instruction in primary school is relatively explored.(2)designed and developed the independent exploring ability and the cooperative learning ability evaluation gauge of the scaffolding instruction application effect,and designed the corresponding questionnaire according to the elementary school information technology discipline characteristic and the elementary school student cognition characteristics.It provides a basis for the evaluation of scaffolding instruction in primary school information technology.(3)The application is constructed and verified by combining the comparative experimental research with the traditional instruction method and the single-group time series study of the scaffold instruction.The effect of scaffolding instruction in primary school information technology is verified.