Study On Learning Intervention Strategies Based On Learner Portrait

In order to implement the high school IT curriculum standards,to give full play to the main role of students in the classroom and to promote their personalised development on this basis,it is more appropriate to implement differentiated teaching in the high school IT course.As an emerging technological tool in the field of educational technology,learner portraits can visually depict students’ personality characteristics,speed up and deepen teachers’ understanding of students,and thus provide differentiated instruction for students in a more scientific and convenient manner.This study combines curriculum standards,basic theories of education and teaching and the actual teaching situation,and uses design-based research as the research paradigm to initially construct the dimensions of learner profiles.Data from each dimension was collected and the portraits were exported in batches through the Learner Portrait Export Program.Three types of learners were identified-pine tree,flower and floating weed-based on a combination of student personality traits and classroom data.Learning intervention strategies were designed to take into account the characteristics of the senior secondary IT curriculum and to select and implement appropriate learning interventions for each learner type.After collecting and processing the data,a learner profile of the experimental class was generated,and according to the distribution of the learner profile of the students,the corresponding teaching design,learning intervention strategies were selected and implemented.The research design and practice process resulted in the development of a learner profile scheme and a set of learning intervention strategies for the senior secondary IT classroom.Through teaching practice and analysis of the results,the learning intervention strategies based on learner profiles can improve and enhance the teaching and learning in senior secondary IT classrooms,and to a certain extent enhance students’ computational thinking skills.