Research On The Teaching Model Of Information Technology Knowledge Building For Reflective Learning In Junior High School

The junior high school information technology curriculum is an important component of compulsory education and the foundation of the senior high school information technology curriculum,providing necessary support for students to adapt to social development and cultivate national information technology innovation talents.Reflective learning ability helps students gain a deeper understanding of the context of knowledge,divergent thinking,break the shackles of traditional thinking,and contribute to the cultivation of innovative talents in information technology.The emergence of knowledge building teaching provides new ideas for the cultivation of students’ reflective learning ability.This study will be based on the theory of knowledge building to design and construct a reflective learning oriented junior high school information technology knowledge building teaching model,in order to broaden the teaching path of cultivating students’ reflective learning ability,and provide practice and reference for information technology teaching and knowledge building teaching in China.This study first analyzes the relevant research on reflective learning and knowledge building teaching models through literature research method,in order to clarify the relevant connotations and characteristics of reflective learning and knowledge building teaching,summarize the ways to improve reflective learning ability and evaluation methods,sort out the knowledge building teaching model and its elements,and explore the possibility of its application in reflective learning.Secondly,based on the constituent elements of general teaching models and the basic principles of knowledge building theory,a detailed analysis was conducted on the constituent elements of constructing a reflective learning oriented junior high school information technology knowledge building teaching model,including teaching objectives,teaching procedures,teaching strategies,and teaching evaluation.Based on this,an attempt was made to construct a prototype of a junior high school information technology knowledge building teaching model for reflective learning.From the perspective of viewpoint development,teachers organize students to engage in teaching activities such as "viewpoint sharing","interpretation of meaning"," discussion and exchange","evaluation and reflection","inspection and modification",and "reporting,discussion and exchange" in sequence,focusing on "generation of viewpoints","improvement of viewpoints",and "sublimation of viewpoints",in the context of creating real situations.Afterwards,in order to test the impact of the prototype of the teaching mode on students’ reflective learning ability and learning performance,teaching experiments were designed and conducted.In the design part,we mainly developed experimental tools such as the reflective learning ability questionnaire,reflective log content analysis,rubric for each artifact and interview outline that are applicable to the information technology discipline of junior high school.In the quasi experimental study,two classes from Grade 8 of Y Junior High School in Sichuan Province were selected as the experimental class and the control class,respectively.Based on the first volume of the information technology textbook for Grade 8 in Sichuan Province,a teaching practice was conducted for over three months.Quantitative and qualitative research methods and tools were used to analyze the data generated from experimental tools such as reflective learning ability questionnaire,reflective log content analysis,various artificial products,and interview outlines,Analyze and evaluate the changes in students’ reflective learning abilities,and verify that the knowledge building teaching model has a positive impact on the cultivation of students’ reflective learning abilities and learning performance.This study aims to provide a teaching model reference for middle school information technology teaching and the cultivation of students’ reflective learning abilities,while expanding the teaching application field of knowledge building theory and enriching the theoretical system of knowledge building teaching.Due to various factors such as teaching research time and teaching environment conditions,the widespread applicability and iterative optimization of the teaching model constructed by the research institute still need to be tested and implemented in subsequent research.