Design And Practice Of Project-based Learning Activity Scaffold For Improving Learning Input

In order to meet the requirements of the development of the times,to comply with the training needs of talents’ quality,and to accelerate the informatization of education.The Information Technology Curriculum Standards for Compulsory Education(2022 Edition)has been published by The Ministry of Education in 2022.Project-based learning has become the teaching method emphasized in the new curriculum standards due to its innovative,situational,practical and authentic characteristics.However,due to the poor learning ability and low cognitive level,students in compulsory education are easy to fall into learning difficulties in project-based learning and cannot deeply participate in all aspects of project-based learning,resulting in low level of learning input and participation enthusiasm,which affects the final learning effect.As an effective auxiliary tool in classroom teaching,learning scaffolding can provide guidance for students in learning behavior,knowledge construction and other aspects.It is also a good tool to help solve problem and improve students’ participation.Thus,this study attempts to design a series of scaffolds in project-based learning to improve learners’ learning involvement.Based on the research basis of learning input theory and pbl support theory,this study firstly constructed a design model of project-based learning activity scaffolding for information technology in junior high school,and then combined with the components of learning input and corresponding improvement strategies,designed the learning scaffolds to assist project-based learning activities,which are project determination scaffolding(project example and four-by-four discussion table),project planning scaffolding(project plan table),project exploration and creation scaffolding(project resources and project task list)and project evaluation scaffolding(project scoring table,cooperation gauge and project reflection outline).Then,taking "Making a tourism plan poster" as the case teaching content to teaching practice by using Learnsite teaching platform.This study selected two middle school classes in Shanghai to test whether the scaffolding designed in this study could improve students’ learning input in the process of project-based learning by using the variable controlment(whether the scaffolding was used or not).On the basis of the collection learning process data,questionnaires and interview data,the author uses content analysis,statistical analysis and other methods to conduct a comprehensive evaluation of students’ behavioral input,cognitive input,emotional input and learning effect.The analysis results show that the project-based learning activity scaffolding designed in this study can has a significant effect on improving learning engagement.Students have a high degree of satisfaction with the use of scaffolds and a good sense of use experience.By using scaffolds for project-based learning activities,students can participate in project-based learning more actively and achieve better learning results.