Design And Research Of Learning Scaffold For High School Information Technology Courses

Information technology courses are the link between various disciplines of informatization,in the teaching of high school information technology courses,teachers pay more and more attention to the use of teaching tools,especially learning scaffolds.For a large and complex learning material,the Learning Scaffold can provide effective help and support in the student’s learning process,supporting the student across the nearest development zone.This study grasps the problems existing in the current information technology courses,selects the content design and development of the learning scaffold of the compulsory "algorithm and program implementation" of the high school information technology textbook version,and tests whether the designed learning scaffold can improve the learning ability of students’ information technology courses through two rounds of teaching implementation.Based on constructivist learning theory and recent development area theory,this research adopts a design-based research methodology,and the main work includes the following aspects:Firstly,the background and significance of this research are proposed,and the research status of "algorithm and program implementation" submodule and learning scaffold design is analyzed by literature research method,and research questions are proposed.Secondly,the "Questionnaire on the Status Quo of High School Information Technology Curriculum and the Needs of Learning Scaffolds" was compiled,and a series of problems such as insufficient context in the classroom introduction link of high school information technology courses,still need to improve the space for student collaboration,insufficient attention to evaluation and monotonous form were obtained,and students’ demand for learning scaffolds was also high.On this basis,the design principles,types and functions of the learning scaffold are determined,and the context introduction stage,guidance analysis stage,inquiry and solution stage and evaluation reflection stage of teaching are constructed based on the teaching link of high school information technology courses.For these four stages,situational learning scaffolds,interactive and collaborative learning scaffolds,resource-based learning scaffolds and evaluative learning scaffolds are designed respectively.Finally,the application scheme of the learning scaffold is formulated,and the scheme is modified and improved in the form of expert interviews,and the "selection structure" and "loop structure" in the sub-module of "algorithm and program implementation" are used as the teaching content,and the teaching implementation is carried out twice,and the students’ learning situation is evaluated through the analysis and evaluation of the student learning record table and the student self-assessment scale,and the learning scaffold is reflected and modified.After the completion of teaching practice,through the "Learning Scaffold Application Effect Questionnaire",the application effect of learning scaffold was analyzed from four dimensions: thinking mode,problemsolving ability,learning initiative and learning scaffold recognition.The research data shows that in the collected questionnaire,75.3% of students expressed a strong demand attitude towards the application of learning scaffolds,and the current high school students have a high demand for learning scaffolds in the learning process of information technology courses,so the use of learning scaffolds has practical significance in the teaching of high school information technology courses.With the progress of the study,after the completion of teaching practice,the "Questionnaire on the Application Effect of Learning Scaffold" was distributed to students in the implementation class,and the ability of students in the four dimensions of the survey increased,and the highest recognition of learning scaffold reached 76.36%,indicating that the design of learning scaffold in this study can bring positive effects to the teaching of high school information technology courses.This study also has problems such as short development time and relatively few implementation objects,and it is hoped that the shortcomings will be made up for in future in-depth research,and the design and research of the learning scaffold for high school information technology courses will be further improved.