| With the emergence of new technologies such as artificial intelligence,big data and the Internet of Things,China has entered a new era of building a modernized education and a powerful education country.In the context of the new era,facing the transformation and development of society,the state has issued a series of policies,calling for the improvement of teachers’ information technology application ability.Since 2013,China has begun to implement the information technology application ability improvement project for primary and secondary school teachers.After years of development,the awareness and ability of teachers to apply information technology to improve education and teaching are generally improved,but the problem of insufficient innovation ability of teachers’ information teaching still exists.Therefore,how to effectively improve teachers’ information technology application ability has become an important issue in the field of education research.From the perspective of theoretical research,graphic stent is a suitable intervention method to innovate teachers’ teaching methods and improve teachers’ information technology application ability.It can not only improve the learning quality of learners,but also change the knowledge and ability structure of teachers and trigger effective teaching behavior.However,there are still many practical challenges when teachers integrate graphical scaffolds in practice.For example,most teachers do not have the intrinsic drive to change teaching behavior;Social and cultural factors in teachers’ teaching situation will hinder the change of teachers’ teaching behavior.In order to solve these problems,researchers and teachers in the field of learning science advocate the way of collaborative design to improve teachers’ information technology application ability.Therefore,this study will adopt the collaborative design method of teachers and researchers to carry out the teaching experiment of integrating graphic scaffolds in teaching.Through the in-depth analysis of teachers’ process data and result data in the teaching experiment,this study explores the strategies to improve teachers’ information technology application ability.The research questions of this study are as follows:(1)From the perspective of collaborative design,can the integration of graphic scaffolds in teaching effectively improve teachers’ information technology application ability?(2)If so,how does the integration of graphic scaffolds in teaching affect the development of teachers’ information technology application ability?(3)What factors will affect the process of collaborative design of graphic scaffolds by teachers and researchers,and thus affect the improvement of teachers’ information technology application ability?(4)From the perspective of collaborative design,what are the strategies of integrating graphic scaffolds to improve teachers’ information technology application ability?In order to answer the above research questions,a collaborative design team consisting of three researchers and fourteen high school history teachers was formed in this study.Teachers were organized to complete a teaching experiment based on a certain high school history unit according to the three stages of collaborative design conceptualization,collaborative design editing,collaborative design implementation and reflection.In the stage of collaborative design conceptualization,teachers mainly participated in theoretical training on graphical scaffolds organized by researchers.In the stage of collaborative design editing,the team of researchers and teachers participating in the experimental project completed the design of teaching materials integrating graphical scaffolds for a certain unit in the history of senior one through negotiation and communication.In the implementation and reflection stage of collaborative design,teachers need to complete three teaching activities and three teaching reflections of a certain unit of history in senior one based on the teaching materials determined by researchers in the collaborative design and editing stage.The researchers collected the data related to teachers’ teaching ability in the collaborative design process.Then the mixed research method is used to analyze the research data to answer the four research questions of this study.For the first research question,the paired sample T-test was conducted on the questionnaire data of teachers before and after the study.It was found that from the perspective of collaborative design,the graphical scaffolds could effectively improve teachers’ information technology application ability,partly improve teachers’ teaching beliefs and attitudes towards information technology-supported teaching.For the second research question,based on Interconnected Model of Professional Growth,this study qualitatively codes the reflective data of teachers and adopts cognitive network analysis method on the basis of the qualitatively coding.It is found that,on the whole,when teachers and researchers collaborative design,teachers can promote the understanding of graphical scaffolds,subject knowledge and pedagogical knowledge among most teachers in teaching.From the perspective of teachers,most of them recognize the significance of the integration of graphical scaffolds in practice,but whether the integration can be successful depends not only on teachers’ prior cognition of graphical scaffolds,but also on the performance effect of learners.From the perspective of learners,teachers believe that the integration of graphical scaffolds in practice can improve learners’ learning process and results,but also widen the differences among learners.In the whole process of collaborative design,teachers initially paid more attention to the classroom practice of integrating graphical scaffolds and the learning performance of learners caused by the classroom practice,but later changed to pay more attention to the teaching method of integrating graphical scaffolds and the change of personal cognition caused by the teaching method.Among them,the novice teacher embodies the role of "practitioner";Expert teachers embody the role of "learners".For the third research question,this study qualitatively codes teacher interview data based on Activity Theory model.The research finds that teachers have some problems of teaching environment limitation and lack of ability.There are problems of group cognitive deviation and lack of communication mechanism in collaborative design.There are problems of the suitability of the graphical scaffolds integration with the discipline.Then,based on the data analysis results in the empirical study,this study conducted in-depth discussions on the improvement of teachers’ teaching ability with graphical scaffolds from the collaborative perspective,the impact of integrating graphical scaffolds in teaching on teachers’ ability development process,and the contradictions faced by teachers in integrating graphical scaffolds in teaching practice.Based on the in-depth discussion,we propose strategies to improve teachers’ information technology application ability to answer the fourth research question.From the perspective of teachers,teachers need to optimize and integrate the practice teaching of graphical scaffolds,and present the classroom process data in many aspects.Association graphical scaffolds design and learning process,multi-angle transformation of teaching practice;Clearly graphical scaffolds and their own needs development,multi-level promotion of the development of teaching ability.From the perspective of collaborative design,schools need to broaden the learning path of teachers and implement the organizational guarantee of collaborative design.Researchers need to reconstruct the teacher training system and improve the interactive process of collaborative design.Teachers need to update their own development consciousness and enhance their personal motivation of collaborative design.Aiming at the problem of how to improve teachers’ information technology application ability,this study carried out the teaching experiment of integrating graphical scaffolds in teachers’ teaching.It can help teachers to effectively design graphical scaffolds in class and provide a solution to change the traditional lecturing teaching mode.In addition,collaborative design provides a new organizational model for improving the quality of teacher professional development.Finally,this study lays a foundation for further research on the application of graphical scaffolds in teaching and the localization mode of collaborative design. |
