Research On The Application Of Flipped Classroom Based On Learning Scaffold In Junior High School Information Technology Teaching

The rapidly developing information technology in contemporary times is playing an increasingly important role in global economic,social,and cultural development.The flipped classroom teaching mode provides favorable means for improving students’ autonomous learning ability and collaborative communication ability.However,many problems have also arisen during the implementation process,such as poor student autonomy and poor effectiveness in the pre class autonomous learning process;Students’ existing cognitive and learning abilities make it difficult to accurately grasp the key and difficult points of learning,thereby affecting learning outcomes.Therefore,this study combines learning scaffolds with flipped classrooms to provide teaching support for all aspects of flipped classrooms.This study constructed a flipped classroom teaching model based on learning scaffolds through various research methods such as literature analysis,questionnaire survey,interview,and experimental research,and applied it to the information technology classroom of seventh grade junior high school.The research process and results are summarized as follows: Firstly,this study used literature analysis to read and analyze a large number of relevant literature on flipped classrooms and learning scaffolds,Summarize the current research status at home and abroad,and define the core concepts of "flipped classroom" and "learning scaffolding" to find the theoretical support for this study,laying a solid theoretical foundation for future research.Next,before the start of the teaching experiment,analyze the feasibility of integrating learning scaffolds with flipped classrooms,and conduct a survey of the current situation of information technology courses for teachers and students in the experimental class through interview and questionnaire methods.Based on this,combined with the characteristics of information technology courses,construct a flipped classroom teaching model based on learning scaffolds.Finally,conduct teaching experiments,select two classes with similar levels based on the pretest,and collect,organize,and analyze the data before and after the experiment.Through the teaching practice process and questionnaire data analysis,the final conclusion is drawn: 1.The flipped classroom teaching model based on learning scaffolding is significantly better than traditional teaching models in improving students’ autonomous learning ability.The flipped classroom teaching mode based on learning scaffolding is significantly better than traditional teaching modes in improving students’ learning effectiveness.In the flipped classroom teaching mode based on learning scaffolding,there is an increase in interaction between students and teachers,resulting in a corresponding increase in students’ interest and participation in information technology learning.The combination of learning scaffolding and flipped classroom has improved students’ poor autonomy and learning outcomes without teacher supervision before class,as well as the dull learning atmosphere and low student motivation in class.It has certain practical value for frontline teachers to carry out teaching,and also provides new ideas for information technology teaching in junior high school.