Design And Practice Research Of Scaffolding Instruction Activity Oriented By Autonomous Learning Ability

The cultivation of autonomous learning ability is an important part of quality education.It helps students to change from "learning" to "learning",which has a great impact on students' life and learning.However,schools currently generally use the traditional teacher-based teaching model for teaching,focusing on the teaching of learning knowledge,and neglecting the cultivation of students' autonomous learning awareness and ability.Scaffolding instruction is a student-centered teaching mode,through which learners can be guided to learn autonomously and cooperatively,cross the zone of proximal development,and finally achieve the learning goal.This study explores the influence of Scaffolding instruction in high school information technology course on students' autonomous learning ability.First,through literature analysis,it summarizes the research status and theoretical basis of scaffolding instruction,autonomous learning,and autonomous learning capabilities at home and abroad;secondly,through the investigation of information technology autonomous learning ability of senior one students,this paper understands the existing problems and deficiencies of students' autonomous learning ability at this stage;Thirdly,on the basis of the existing problems,combined with the types of learning scaffolding,the basic links of Scaffolding Instruction,design principles and the characteristics of the subject to design teaching activity cases.Finally,using the quasi experimental research,two classes of students in grade one of senior high school were selected to carry out a three-month teaching practice to verify the influence of Scaffolding Instruction activities on students' autonomous learning ability.The results of the study show that through the development of scaffolding teaching activities,students' work performance has been improved to a certain extent;under scaffolding teaching activities,the overall level of students' autonomous learning ability has been significantly improved.Among them,there are significant differences in the four dimensions of learning motivation,learning strategies,learning results,and learning environment,indicating that scaffolding teaching can stimulate students' interest in learning,help students learn to use a variety of learning strategies,and organize and utilize the material and social environment of learning.In order to promote its learning efficiency;although the scores in the dimensions of learning content,learning time and learning process have also increased,there is no significant difference,and it needs to be improved in subsequent teaching.