Research On Teaching Design Of Junior High School Students’ Ill-Structured Problem-Solving Ability Training Based On Activity Theory

Problem-solving ability is an essential skill for everyone.In the current process of basic education reform,the teaching of various disciplines should be highly valued,and information technology courses are no exception.The ultimate goal of school education is to cultivate qualified talents for the society,solve practical problems in life,and promote the progress and development of society.Most of the problems we encounter in life are shoddy,and some necessary conditions for solving problems are missing.Or there are variables.Therefore,in order to effectively enhance students’ ability to solve real life problems,it is particularly important to cultivate students’ ability to solve problems with inferior structures.Under the guidance of activity theory,constructivist learning theory,zone of proximal development and other theories,this study firstly conducts literature analysis,investigates the current situation of junior high school students’ shoddy problem-solving ability,and combines the information technology teachers of Q school in Jinan city.Interviews were conducted to clarify the aspects that students could improve in the process of ill-structured problem solving,and then put forward strategies for cultivating ill-structured problem-solving ability of junior high school students.Secondly,combined with the general process of ill-structured problem solving,the influencing factors of junior high school students’ ill-structured problem-solving ability and the principle and process of instructional design guided by activity theory,the teaching design was compiled,and teaching experiments were carried out,and finally the experimental conclusion was drawn.This research adopts literature analysis method,questionnaire survey method,interview method and quasi-experimental research method.First,the literature analysis method is used to sort out the research status at home and abroad,and define the related concepts such as inferior structure problem and problem-solving ability.Secondly,using the questionnaire survey method and interview method,a questionnaire survey is carried out on the current situation of junior high school students’ poor-structure problem-solving ability,and teacher interviews are conducted on the basis of the analysis of the survey data.Finally,the quasi-experimental research method was adopted,and the seventh grade class 1 and the seventh grade class 2 were selected as the experimental class and the control class of the teaching experiment.The experimental class adopted the teaching design based on the activity theory,and the control class adopted the conventional teaching design.The questionnaire data and the scores of the works of the experimental class and the control class were analyzed,and the experimental conclusion was drawn.The main conclusions of this study are as follows:(1)The instructional design based on activity theory can significantly improve junior high school students’ shoddy problem-solving ability.The experimental class and the control class have significant scores in all dimensions of the shoddy problem-solving ability questionnaire and work scores.(2)Teaching design based on activity theory can significantly improve the grades of junior high school students.At the end of the thesis,based on the research conclusions,the author analyzes the deficiencies in this research and puts forward the prospect of future research.