Research On The Application Of Evaluation Learning Scaffold In The Teaching Of Information Technology In Junior High Schools

Along with the advancement of new curriculum reform,the student becomes the agent of the classroom,and there is the method of self-assessment and peer assessment in Chinese information technology classroom.Teachers hope that through the assessment,students understand the assessment criteria and teaching goals,and improve the learning interest.On the other hand,through the process of assessment,to guide the learning process.Reality is not satisfactory.The assessment content is simple,the assessment language is not standardized,so the assessment results are not up to the expectations of teacher.Therefore,in the process of learning,teachers need to create a suitable learning environment for students and build the corresponding learning support.Assessment scaffolding,it is in the process of students of the learning activities,provide students with the independent assessment of your own or another method and the opportunity to learn,is a way of using assessment support learning support in the process of autonomous learning.Assessment scaffolding is to solve the problems about students in the process of autonomous learning provides a new way of thinking.Based on the theory of assessment scaffolding,this research combining the theory of scaffolding and process assessment,deepening the connotation of assessment scaffolding in junior high school information technology.Based on the pre analysis,application design and the development of teaching materials,the instructional design of the assessment scaffolding in information technology is designed.The assessment scaffolding is used in information technology,and action research method is used to revise and optimize the teaching process.The students could use the assessment scaffolding to study independently,complete the work,reflect and evaluate.First of all,this study identifies the research questions and objectives,and reviews the relevant literature.Then,this study explains the connotation of the assessment scaffolding,and carries on the instructional design.Next,the author designs an experiment and puts it into practice and collects data.The last,analyze the data and draw conclusions.The results show that the use of assessment scaffolding can support learning process.Secondly,it can promote students’ reflection,though the reflection is not active enough,students need to be forced.Finally,the evaluation criteria of students are taking shape,and their works are more outstanding.