Research On Information Problem Solving Ability Based On Metacognitive Scaffolds

The rapid development and popularization of information technology has brought new opportunities and challenges to the field of education.The wide use of Internet and mobile devices makes online teaching an important part of higher education.Online teaching environment provides students with rich information resources and learning tools,bringing innovation to educational practice.As an important teaching method,inquiry-based learning has attracted more and more attention from educators and researchers.In the practical online inquiry teaching,students are faced with many challenges,such as information overload,time management,self-regulation and so on.As more and more learners rely on the Internet to obtain information to solve problems,how to improve the efficiency and quality of personal information processing becomes crucial.Metacognitive scaffolds can provide support and guidance for students to solve information problems from a metacognitive perspective,and encourage students to actively manage their own learning process,so as to optimize the process of information problem solving.How to use metacognitive scaffolding in online inquiry teaching to promote students’ability to solve information problems?Do individuals with different metacognitive levels solve students’ information problems differently?These questions need to be further explored.Based on the 4C/ID teaching design model,network inquiry teaching model and main teaching principles guiding the teaching process,this study designed the theoretical framework of online inquiry teaching design based on metacognitive scaffolding.Combined with the robot education course,this study developed a set of metacognitive scaffolding case design.Through practical application,To verify the improvement effect of metacognitive scaffolds on students’ information problem solving ability.First,through extensive literature reading,the author systematically sorted out the status quo of metacognition,metacognition scaffolding,information problem solving ability and online inquiry teaching.Then,according to the operation mode of online inquiry teaching,the process skills of information problem solving and the design and implementation of metacognitive scaffolds,the theoretical framework of online inquiry instructional design based on metacognitive scaffolds is constructed,and the instructional design themed Robot Education is carried out.Then,online inquiry teaching was carried out on the WISE teaching platform to explore the effect difference between combined and uncombined metacognitive scaffolds.Finally,through quantitative and qualitative data analysis of the collected questionnaires,students’ performance on information problems and interview data,the influence of metacognitive scaffolds on students’ information problem solving ability is analyzed.Finally,through analysis and generalization,the following conclusions are reached:(1)Online inquiry teaching based on metacognitive scaffolds can help learners achieve better information problem solving results.(2)Students with higher metacognitive level got higher scores in information problem solving,but the difference was not obvious.(3)Metacognitive scaffolds can improve students’ information problem solving ability.