Research On The Scaffolding Design In The Teaching Of "effective Failure" In Elementary School Information Technology Skills Courses

In recent years,with the continuous development of China's education informatization,students' information literacy has attracted more and more attention.For example,the curriculum standard of information technology for general senior high schools implemented in 2017 and the action plan of education informatization 2.0 released in 2018,all of which highlight the national level's attention to students' information literacy.As a means of cultivating students' information literacy,the research value of information technology curriculum cannot be underestimated.Skill course is a typical course type of information technology course,and failure is a common teaching phenomenon in skill course.Some teachers often neglect the value of failure,and take two extreme ways of ignoring or completely denying the performance and result of failure.Teachers often adopt the teaching methods of "speaking before practicing" and "students imitate teachers' operation" to avoid students' failure,which leads to some students' shallow learning.In view of the teaching problems of some teachers' skill courses,such as "emphasizing results over process" and "emphasizing success over failure",this study proposes to use the theory of "productive failure" to guide teaching,and excavate the specific design of the combination of teacher scaffold and "productive failure" from the perspective of teachers.This research is mainly divided into two stages: pre-research and action research.Pre-research is mainly to explore the adaptability of productive failure theory in primary school;Action research is to build a " productive failure" teaching scaffold design strategy in primary school information technology skills course.In the pre study,students in three(1)and three(3)classes of a primary school in Nanjing were selected as the objects to conduct a two classes teaching study.In action research,students in three(1)and four(3)classes are taken as research objects to conduct three rounds of iterative teaching research in eight classes.The teaching process relies on Kapur's teaching design model that focuses on productive failures.According to the development order of the teaching process,the teaching process is detailed,and it is divided into four stages: the introduction stage of the new lessons,the generation and exploration stage,the integration stage,and the summary and promotion stage.According to the teaching purpose of each stage,explore the type of scaffold that is most conducive to students' learning at each stage.Finally,combined with the teaching goals of each stage of the skill lesson,the scaffold functions to be provided at each stage are summarized.Based on the pre research and action research,two conclusions are drawn.First,the adaptive exploration of the pre research shows that the productive failure teaching needs to provide two classes of adaptive period.Second,through action research,it is found that the design strategy of teaching support in the "productive failure" teaching of skill course,and the selection of support types in each stage needs to meet the following functions:the introduction stage of the new lessons should have the functions of overview of the new course,enhancing attention and interest,solving the operational content unrelated to the important and difficult points,and improving enthusiasm;The generation and exploration stage should have the functions of helping students to define tasks,propose solutions and promote group cooperation;The integration stage should have the functions of guiding students to elaborate solutions,comparing solutions,improving self-confidence and improving solutions;The summary and promotion stage should have the functions of promoting students' learning and teaching difficulties and summarizing and consolidating knowledge points.The evaluation of this study follows the principle of diversification and scientificity,and uses the diversity of RSMs,pre-test analysis of basic knowledge and basic skills,work analysis and questionnaire to comprehensively investigate the teaching effect.The results show that the process of constructing scaffold design mode in this study is conducive to students' generation of multiple problem-solving solutions,cultivation of students' problem-solving ability and innovation ability,and promotion of students' retention,transfer and application of knowledge.