Research On The Influencing Factors Of Junior Middle School Information Science And Technology Course Academic Achievement Under The Division Of Group Grades

In promoting the era of lifelong learning,the development of students’ core prime is the first point of concern for the current education research field.Cooperative learning can fully pay attention to the development of students’ core literacy,continuously improve students’ learning ability,and then improve students’ academic achievements,and apply them to information and technology disciplines to meet the current education demands.However,due to the limited classroom learning time,how to fully develop the core literacy of students through the study time of the classroom,and then promote the improvement of students’ performance.The attention of managers and teachers.Secondly,the current research on the influencing factors of students ’academic achievements mostly focuses on the net effects of a single factor,ignore the effects of multiple factors’ synergy effect on the results,and cause research conclusions and practical phenomena.Internal mechanisms cannot be clearly analyzed.In view of this,this study taps the configuration of the influencing factor influencing the academic performance of students in the group performance division of labor.In-depth analysis of the group performance division of the group performance division of the work of junior high school information technology classrooms that have caused differences in the academic performance of students,and provide a learning strategy for improving the learning effect of the junior high school information technology classroom.This study has done the following: First,based on reading literature,combined with the results of the interviews with students,the influencing factors of the academic performance of students in the cooperative learning mode,including the self-efficacy of the student level,grasping the goal,grades,achievements Avoid the goals,the self-knowledge sharing of the team cooperation,the assistance of companions,the operation specifications of the teacher level,and the clarity of language expression.Secondly,a semester of practical teaching was conducted in the three ordinary classes guided by the concept of the division of labor in the group score.Finally,the validity test of test results and questionnaire data,and then use fuzzy setting comparative analysis(FSQCA)method to explore the combination of students’ high academic performance and low academic performance.Through the processing and analysis of the data,the following conclusions are obtained:(1)the level of academic performance is jointly affected by multiple factors,and a single factor cannot fully explain the cause mechanism of academic performance.(2)In this study,a total of four influencing factor constituents that promote the achievements of high school academic achievements.Among them,companion assistance,teacher guidance,self-efficacy,and self-knowledge sharing are the core conditions for promoting high academic achievements.Teachers should pay attention to improving their knowledge level and teaching professionalism.Before teaching,teachers need to be fully familiar with learning and teaching content.Secondly,attach importance to the development of students ’positive interpersonal relationships.In the process of cooperating in students,if students cannot get the learning resources and help provided by the students in time,then students will be troubled in academic emotions.This is not good for students’ later learning.This requires teachers to conduct good group cooperation guidance.Finally,you need to cultivate students ’confidence in learning information technology.Good learning confidence can improve students’ classroom concentration...