Action Research On Cultivating Innovative Design Core Competency With Scaffolding Instruction In High School General Technical Curriculum

The 19th National Congress of the Communist Party of China established that innovation is the primary driving force for development.And the high school General Technology Curriculum standard(2017)identified innovative design as an important part of the core literacy of this course.However,in the practice of general technology curriculum and related surveys,it was found that some high school students’ innovative design literacy is poor.It has become a hot spot of technology course teaching research under the "double reduction" policy to explore the general technology teaching practice and explore the teaching modes,methods or strategies to cultivate students’ innovative design literacy in the real classroom.First of all,this study through the high school general technology classroom teaching situation and the current situation,determine the support teaching training high school students innovative design literacy,combing the literature stent teaching,innovative design ability training research status at home and abroad,the research problem focus on how to design stent teaching to meet the cultivation of innovative design literacy.Taking "Wish Light Project" as an example,we designed the scaffold instruction mode oriented by cultivating innovative design literacy,and applied the stent teaching to the general technology class of Class X,Grade 2,S Middle School,L City,Shandong Province,and carried out three rounds of action research.In the three stages of action research,after each stage,the problems in the process were sorted out,new ideas were sorted out,new plans were formulated,and repeatedly revised and improved into the next stage.Finally,the questionnaire survey,classroom observation,interview and work evaluation data formed in the whole process are summarized to explore the teaching mode of stent teaching to cultivate students’ innovative design literacy.The implementation results show that with the support of the support,the behavior of students’ innovative design literacy is gradually increasing,and the innovative design of students’ works is obvious.Teachers and students agree that stent teaching improves students ’problem solving ability and innovative design ability,and the measurement results also show that students’ creativity level has been improved to a certain extent,and students’ creativity has been significantly changed in the four dimensions of knowledge,personality,motivation and environment.The study also found that that stent teaching needed to be further optimized from both the design and implementation process.In terms of scaffolding instruction design,scaffold learning activities and teaching design should be taken as the core,and it is necessary to clearly refine the scaffold of brainstorming and teamwork to cultivate innovative quality.In the process of scaffolding instruction implementation,can further according to the creativity investment theory,from knowledge,intelligence,personality,motivation,thinking style and environment six influence analysis summarizes the factors affecting innovation design literacy performance.It is hoped that the scaffolding instruction process and strategy summarized in this study can provide reference for other researchers and educators to carry out the research and practice of high school general technology,and further optimize the scaffolding instruction exploration of cultivating innovative design quality in high schools.