Research On The Design And Application Of Hierarchical Cooperative Learning In Micro-project Oriented To Digital Learning And Innovation

The current digital transformation is reshaping the world’s development landscape,creating a new digital living environment,and the cultivation of talent in line with it is facing new challenges.In 2022,China’s Ministry of Education released the "Information Technology Curriculum Standards for Compulsory Education(2022Edition)",which emphasizes the development of students’ digital learning and innovation literacy.It advocates the use of project-driven and authentic problems to promote students’ learning by doing,learning by using and learning by creating.However,there are still problems with Information Science and Technology teaching,such as over-emphasis on mechanical exercises,weak learning initiative and participation,and insufficient digital innovation skills.In order to enhance students’ independent inquiry and collaborative learning in the Information Science and Technology classroom,and to promote the development of students’ digital learning and innovation skills,there is an urgent need to change the form of mechanical imitation learning and to promote the implementation of Information Science and Technology curriculum standards through innovative teaching methods.Based on problem analysis and theoretical combing,the study is dedicated to exploring the methods and processes of micro-projects for tiered collaborative learning.To achieve the research objective,the study designed a micro-project learning process model and a tiered cooperative learning task,in which the microproject learning process includes four main stages,namely goal definition and problem driving;topic selection and tiered grouping;activity design and scaffolding;work reporting and summary evaluation.On the basis,the stages of the process that can be used to carry out tiered collaborative learning are analyzed and tiered tasks are set in each of the three main activities with increasing levels of difficulty,linking them and progressing step by step,with the aim of giving different students a sense of achievement and progress in the learning process and achieving their learning goals.In order to verify the effectiveness of the micro-project tiered cooperative learning process and task design,a controlled experimental study was conducted in a primary school Information Science and Technology curriculum.The experimental group was taught micro-projects and the control group was taught traditional lecturedrill.The effectiveness of the implementation of micro-projects was analyzed by comparing the changes in the level of Information Science and Technology knowledge and skills,digital learning and innovation literacy and cooperative attitudes of the students in the two groups.With the help of SPSS 23.0 to quantitatively analyze the experimental data,this study found that micro-project tiered cooperative learning in primary school Information Science and Technology course can effectively improve students’ knowledge and skills,develop their digital learning and innovation literacy and cooperative awareness.This was evident in the following aspects: 1)Compared to the control group,the experimental group’s work was more completed and of better quality,while the time required to complete the work was shorter,the learning efficiency increased,and students were more motivated to participate in the activities.2)The results of the IT knowledge and skills test paper data showed that the experimental group,which used the micro-project tiered cooperative learning format,and the control group,which used lecture-drill teaching.3)The results of the analysis of the Digital Learning and Innovation Literacy Scale showed that,at the end of the experiment,the digital learning and innovation literacy development of the students in the experimental class was significantly better than that of the control class.4)According to the results of the interviews,it is clear that,because of the clear layered tasks set for the students in the micro-projects tiered cooperative learning,which fit the students’ personality characteristics,students had a good sense of experience in the collaborative process and their sense of collaboration was significantly enhanced after the learning.