An Empirical Study Of Conceptual Changes In The Middle School Scratch Curriculum

Along with the development and progress of education informatization,informatization education is attracting more and more research interests of scholars all over the country.With the rise of major ideas,the research on students’ concept change has been booming in the field of education.The theory of concept change requires students to carry out teaching practice on the preconceptions in their minds before learning.In this context,this study combines the theory of relevant research,taking the inner and outer corners of the scratch curriculum and the circular structure as examples,to test the students’ preconceptions.In-depth analysis of students’ cognitive status and related information,combined with the needs of this experiment,the students in the experimental class were classified into concept types and grouped for personalized learning.The promulgation of Information Technology Curriculum Standards for Senior High Schools(2017 edition)emphasizes the importance of digital resources.Among them,micro-video as an important way of learning digital learning resources,its role can not be underestimated.In this study,micro-video serves as the support of this study,pushing different personalized services for different groups,promoting the conceptual change of students and improving their academic performance.Before learning the content of learning,learners have their own views,understandings and understandings about the knowledge they are going to learn.Here we call it "original cognition".The purpose of teachers’ teaching and learning is to transform the original non-scientific concept into scientific concept.In the process of transformation,we need to adopt certain interventions,so how to promote students’ concept transformation through the design of personalized learning in the scratch curriculum of information technology in secondary schools becomes the core of this study.Based on the combination of theory and practice,this study combines process evaluation and summative evaluation,and combines the circular nested structure in sccratch visual programming as the starting point of this study,to verify the effectiveness of Microvideo in combing and analyzing the conceptual changes of students.The results show that students have their own understanding and opinions about the concepts designed by the Institute before learning,which we call pre-concept here.By comparing the data of pre-and post-teaching tests,it is found that using personalized micro-video teaching mode can play a more effective role in bringing the conceptual changes of students into play and improving their academic level.