Design And Practice Of Information Technology Project-based Learning Scaffolding In High School From The Perspective Of Cognitive Load

In order to adapt to the development needs of the new era,Curriculum Standards of Information Technology for senior high Schools(2017 Edition,2020 revision)advocate the penetration of core literacy of information technology discipline in project-based learning to promote the integration of knowledge and skills of learners.It can be seen that classroom activity and task project have become an important development trend of current information technology education,and project-based learning is an effective way to cultivate learners’ core literacy.However,learners face the dilemma of cognitive load imbalance in project-based learning,which hinders the effective development of project-based learning.In fact,most students do not have the ability to carry out project-based learning independently,so teachers need to provide appropriate learning support in the learning process.Effective project-based learning scaffolds can fully explore learners’ cognitive potential and provide support and intervention for them to complete learning tasks independently.In addition,cognitive load theory can provide ideas for the design of appropriate learning scaffolding,so as to regulate learners’ cognitive load in project-based learning.Therefore,this study explores project-based learning scaffolds suitable for information technology classes in high school from the perspective of cognitive load,in an attempt to provide theoretical reference and practical guidance for the effective implementation of project-based learning.Firstly,through questionnaire survey and teacher interview,this study understands the current situation of IT project-based learning in high school.It is found that in the stage of project introduction and activity exploration,students have higher cognitive load due to lack of prior knowledge and project experience,and too many interfering factors,which affects the continuous promotion of project-based learning tasks.In the outcome evaluation stage,students’ efforts to work are not deep,and their reflective awareness and ability are weak,showing a low level of cognitive load,which affects the realization of project-based learning objectives.However,the actual application effect of the learning support designed by teachers is not obvious,and there is a lack of certain design basis,which fails to effectively solve the above problem of students’ cognitive load imbalance.It can be seen that a good learning support is an important guarantee to promote the smooth implementation of teaching and improve the effect of project-based learning.Secondly,in order to promote the effective development of project-based learning,the countermeasures of this study are to analyze project-based learning from the perspective of cognitive load and to design the learning support accordingly.Based on the cognitive load structure model,the design basis of project-based learning scaffolding is determined,including the task characteristics,learner characteristics and their interaction in IT project-based learning in high school.Then,according to the effects of various cognitive loads,the design principles of learning scaffolding are defined,namely,reducing the internal cognitive load,reducing the external cognitive load and increasing the related cognitive load.Based on the design basis,design principles and actual needs,this study designed six types of supports including resource integration,collaborative interaction,example demonstration,project dismantling,self-interpretation and reflection guidance.In addition,in order to give full play to the role of the above learning scaffolds in regulating cognitive load,this study combined with the implementation process of project-based learning to construct specific application situations from the analysis layer,activity layer and scaffold layer.Finally,this study introduced the designed learning scaffold into the information technology project-based learning class in high school.By observing students’ classroom learning behaviors and analyzing the data differences between the experimental class and the control class,the application effect of the learning scaffold was verified from the perspective of students’ cognitive load level,project-based learning performance and satisfaction with the learning scaffold.The results showed as follows: 1.Resource integration scaffolds and cooperative interaction scaffolds can reduce students’ internal cognitive load,and resource integration scaffolds can also reduce external cognitive load.2.The sample demonstration bracket and project dismantling bracket can reduce the external cognitive load of students,and the sample demonstration bracket can also reduce the internal cognitive load.3.Self-explanatory scaffolds and reflective guidance scaffolds can increase students’ relevant cognitive load,but self-explanatory scaffolds can also increase students’ intrinsic cognitive load.4.The application of information technology project-based learning scaffolding in high school can improve students’ test scores and work performance,as well as improve students’ classroom learning behavior.5.Students’ satisfaction with learning scaffolds is generally good,among which collaborative interaction scaffolds and sample demonstration scaffolds have the highest satisfaction,while self-interpretation scaffolds need to be further optimized.