Research On Instructional Design And Practice Of Developing Middle School Students’ Problem-solving Skills In Information Technology Curriculum Based On Learning Scaffolds

"The General High School Information Technology Curriculum Standard(2020)" states that students should be trained to use computational thinking to solve problems in real situations,so that students can improve their information literacy in the process of problem-solving.There are still problems in the information technology curriculum such as single teaching method,emphasis on knowledge rather than ability,poor ability of students in exploring and understanding knowledge,lack of knowledge transfer ability and weak willpower in facing more difficult problems,and so on.Most teachers have realized the importance of problem-solving ability and try to integrate them into their daily teaching,but because problem-solving ability are more comprehensive,it is difficult to develop students’ problem-solving ability in traditional teaching methods.In this study,the teaching design and practice of problem-solving ability based on learning scaffolding is developed by taking "Data and Computation",a compulsory one of the high school information technology curriculum of East China Normal University Press,as an example,to explore the effectiveness of cultivating the problem-solving ability of middle school students in information technology curriculum based on learning scaffolding.First of all,this study sorts out the relevant literature on problem-solving ability and learning scaffold at home and abroad and determines the research questions and research methods.Secondly,the questionnaire was used to understand the current situation of problem-solving ability and learning scaffolding of secondary school students in information technology curriculum,and the relevant theories,principles of using learning scaffolding and factors affecting students’ problem solving were combined to construct a problem-solving ability teaching design based on learning scaffolding,from five aspects: analyzing stages,determining teaching starting points,designing tasks,problem solving process,first-order scaffolding and second-order scaffolding in detail The whole process of instructional design is presented.Finally,the instructional design was applied to teaching practice.Two classes with similar problemsolving ability and learning achievement were selected as experimental subjects in this study,and the effectiveness and feasibility of the instructional design were examined comprehensively through statistical analysis of the data of questionnaires and learning achievement of students in the experimental and control classes before and after teaching practice,combined with the results of semi-structured interviews.The results of the study showed that the problem-solving ability teaching design based on learning scaffolding can effectively improve students’ problem-solving ability and academic performance and improve students’ attitudes toward problem solving.