| The curriculum plays an important and unique role in the development of students’ information technology literacy.Improving the teaching mode of information technology course and actively promoting the cultivation of students’ core literacy are the current focus.Jigsaw model based on cooperative learning can fully pay attention to students’ 4C ability,and its application in junior middle school information technology classroom is in line with the current educational demands.In order to make jigsaw truly feasible and effective in junior middle school information technology classroom and effectively develop students’ core literacy and ability,this paper studies the improvement path of junior middle school information technology students’ learning effect under jigsaw mode,excavates the relevant factors affecting students’ learning effect,and explores the influence of multiple conditions on learning effect,so as to clarify how to give full play to the role of jigsaw mode in junior middle school information technology discipline,Provide information for its applied strategy course in junior middle school.The research has done the following work: firstly,through the literature research method,this paper selects the influencing factors of junior middle school information technology students’ learning effect under jigsaw mode.Secondly,a one semester teaching practice was carried out in a natural class of Nanning SS middle school,and the data were collected and obtained through test papers,interviews and questionnaires.Then,after the practice,the influencing factors are improved and established through interviews.Finally,students’ tendency,students’ ability,learning situation,teachers’ role and teamwork are determined as conditional variables,and learning effect is the outcome variable.Finally,the researcher makes a qualitative comparative analysis of fuzzy sets on the 45 sample data of Nanning SS collected through interviews,tests and questionnaires,and finally obtains the condition configuration affecting students’ learning effect.The results show that the research obtains two configurations of students’ learning success,namely "high student ability* poor learning situation * high teacher role * high teamwork" and "high student tendency * high student ability * high learning situation * high teacher role",as well as a configuration leading to students’ learning failure: low student tendency * low student ability * poor learning situation * low teacher role.According to the empirical research and result analysis,it is considered that:(1)teachers should ensure students’ in-depth learning in jigsaw teaching mode;(2)consciously improve and dynamically detect students’ learning tendency;(3)design learning materials and learning tasks according to students’ ability to drive students’ participation in learning;(4)teachers’ leading role should be reflected in the design of learning materials,which can not be ignored.According to the conclusion,the suggestions and countermeasures are given:(1)using the theory of motivation change law to improve students’ learning tendency.The specific methods are as follows:teachers can use their professional role to enable students to establish a correct understanding of the subject of information technology,so as to improve students’ tendency;Teachers can improve students’ learning motivation by adding "competition" and "reward mechanism" to the class test in jigsaw teaching mode.(2)Teachers intervene to achieve better and effective teamwork.For example:(1)help students group reasonably.Students are grouped according to their grades and personality characteristics,and follow the grouping principle of "heterogeneity within groups and homogeneity between groups".(2)Establish students’ team consciousness.Make the team more cohesive through group roles and responsibilities and individual responsibility for group learning.(3)Design appropriate learning tasks to guide students to actively and effectively carry out cooperative learning. |
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