Research On Scaffold Design To Promote Students' Deep Learning In Collaborative Learning Activities

With the rapid development of the information age,the requirements of education for talent training are the ability to transfer and integrate knowledge,the ability to organize collaboration and problem solving,and the ability to continuously learn new knowledge and new technologies.This fully reflects the deep learning of education for students.Claim.In this context,human learning has changed from purely individual behavior to collective collaborative behavior,and collaborative learning has become an important learning method in the information age.However,in the real teaching situation of collaborative learning activities,students generally have problems such as low participation,low quality of discussion,and poor learning effects,and they fail to achieve deep learning.The learning scaffold is based on the "recent development zone" theory and can provide cognitive support for students to achieve meaningful learning and deep learning.If the learning scaffold is applied to the collaborative learning process of students,it can ensure the smooth development of activities and promote students' deep learning.Therefore,in order to promote students to realize deep learning in collaborative learning activities,the design of learning scaffolding is a new research perspective.This research first sorts out the relevant concepts and research status of collaborative learning activities,deep learning and learning scaffolding at home and abroad,and expounds the theoretical support for this research by exploring community model theory,social constructivism theory,recent development area theory and SOLO classification theory.Secondly,analyze and summarize the four links of collaborative learning activities and the deep learning route,put forward the deep learning route in collaborative learning activities,and explain the mechanism of learning scaffolding in collaborative learning activities to promote students' deep learning.Through the interview method to understand the problems existing in the process of students participating in collaborative learning activities,and combine the connotation of deep learning to put forward the design principles of learning scaffolding.Under the guidance of learning scaffold design principles and exploring community model theory,design learning scaffolds of different functional types.On this basis,the application methods of different functional types of learning brackets are proposed.Finally,the learning bracket is applied to the "Informatization Teaching" course of X University,and the single-group time series analysis method is used to compare and analyze the pre-test data of the students' deep learning questionnaires and test questions and the post-test data of each round of experiments,combining two rounds In the experiment,the quality of students' collaborative interaction content,and the quality of work design,detect the changes of students' deep learning level from the three dimensions of cognitive domain,behavior domain and emotional domain.Finally,the investigation and research method is used to understand the true evaluation of students on the learning scaffold,and to fully verify the feasibility and effectiveness of the learning scaffold design.The experimental results show that students can actively process knowledge in the field of cognition,and realize the construction and transfer of knowledge.In the field of behavior,students are able to solve practical problems and are good at communicating with others.In the field of emotion,students can learn spontaneously and actively.It can be seen that the design of resource-based scaffolds,interactive collaborative scaffolds,program-based scaffolds and strategic scaffolds to a certain extent promotes students to achieve deep learning in collaborative learning activities.