Research On Formative Feedback Strategy Of Middle School Students' Works In Information Technology Teaching

Formative evaluation plays an important role in the process of classroom teaching,meanwhile,feedback is the basic component of formative evaluation,more and more teachers and researchers are attracted as well.Formative feedback is a kind of feedback which provided by teachers for students in the process of learning.It is not only the correction of specific errors of students' learning tasks in the teaching process,but also the suggestions for their overall learning problems.The wide use of information has changed teachers' teaching methods,students' learning methods,teaching environment and teaching content of the classrooms in primary and secondary schools.Behind all of those advantages,improving the quality of students' works in information technology courses has become the appeal of online education.Linear feedback is a new way to improve the quality of students' works.Through doing a research of a large quantity of literature review,the author finds that many scholars have studied the feedback of traditional classroom,among which the main problems reflected are that the feedback of students' works is not timely and the form of feedback is single(for example,only text feedback and grade feedback are existed.),which leads to poor feedback effect.Therefore,based on the present research,this study aims at improving the quality of students' works and promoting their active participation in the evaluation of their works.Besides,it attempts to provide feedback by means of modern information technology to improve the quality of students' works and promote their active participation in the evaluation of their works.Combined with the advantages of online learning environment,it investigates the feedback status of students' works,collects and analyzes the information of teachers and students' online learning,and through three rounds of action research,not only it finds out the problems in the feedback,but also improves the deficiencies of the feedback,and puts forward systematic feedback strategies to provide references research practices for further.The main contents of this study include :(1)By doing the research of relevant field in both domestic and abroad literature,the current research status of formative feedback is sorted out,mainly including the definition of concepts,analysis of influencing factors,theoretical framework and research on related topics in this field,to provide theoretical basis for this study;(2)To understand the feedback status of students' works in information technology course through teacher interviews,so as to provide reference for formulating formative feedback strategies;(3)Through a semester of practice tracking,recording and analysis,questionnaires were used to understand the feedback status of junior high school information technology students' works.In view of the existing problems,formative feedback strategies were designed for junior high school information technology students' works in the online environment.(4)How teachers and students use the “VoiceThread” online feedback platform to guide the students' information technology works of junior high school;(5)Revise the feedback strategy of the next round of online works by sorting and analyzing the feedback data of the “VoiceThread”platform.Through three rounds of action research,further adjust the strategy,put forward the junior high school information technology students work formative feedback strategy;(6)After each round of action research,the author organized students to participate in a questionnaire survey on the feedback effect,and comprehensively verified the effectiveness of formative feedback strategy in improving the quality of students' works through a combination of quantitative and qualitative evaluation by combining the interview data of students and the feedback comments of “VoiceThread” platform.The conclusions of this study include :(1)The factors influencing formative feedback include three aspects: guidance factor,student factor and feedback factor;(2)The formative feedback strategies of information technology students' works in junior middle school are divided into three dimensions and six strategie which includes providing positive and positive evaluation of students' works;guiding students to participate in the evaluation of works with the help of sound feedback and video feedback;perfecting the incentive mechanism of online evaluation to stimulate students' interest in online evaluation;choosing individualized feedback form to give full feedback on the production process of students' works;carrying out self-evaluation,mutual evaluation and teacher feedback to promote students to improve the quality of their works;being good at reflecting on the process of making their own works and improving their production skills.(3)Through the analysis of data on the basis of linear feedback questionnaire,students' interview and “VoiceThread” platform,it is shown that the formative feedback dimension strategy of junior high school information technology students' works improves the level of students' online feedback in three dimensions of emotional feedback,cognitive feedback and metacognitive feedback,as well as improving the quality of students' works to a certain extent.