CSCL (computer-supported collaborative learning) is a brand-new learning method that has emerged in recent years. It emphasizes the interaction of all kinds of information between teachers, teachers and students, and the cooperation of learning by using computer technology. It organically combines the advantages of classroom teaching and network teaching, and is conducive to cultivating students' cooperative ability, communication and reflection ability and problem-solving ability.
At present, the application of CSCL in subject course teaching has become the focus of attention of scholars and front-line teachers.
Here, the author uses the method of combining theoretical analysis with case design to study the application of CSCL in high school information technology teaching, with a view to enlightening the information technology teaching reform in middle school.
Overview of the connotation of 1 CSCL
Definition of 1. 1CSCL
CSCL (computer-supported collaborative learning) is a new learning method based on CMC (computer-mediated communication) mechanism. At present, there is no unified view on the definition of CSCL, the most representative of which are the views of American scholar Cushman and China scholar Ronghuai Wang.
Kauchman put forward in the keynote report of CSCL2002 conference that CSCL focuses on the study of meaningful manufacturing practices in the * * * environment and the ways in which the designed artifacts are applied by these practical activities as intermediaries.
Ronghuai Wang believes that CSCL refers to the use of computer technology (especially multimedia and network technology) to assist and support collaborative learning, which represents the integration of two trends, namely the popularization of computer technology in society and a new learning method called collaborative learning.
According to the above definition, the author sums up the definition of CSCL as follows: CSCL is a kind of learning method that uses computer technology, especially multimedia technology, network technology and information technology, establishes an interactive learning environment with friendly interface and intuitive image, organizes and manages subject knowledge and teaching information by hypertext and hyperlink, provides learners with information transmission channels across time and space, and enables teachers and students, students and students to carry out collaborative learning on the basis of discussion, cooperation and exchange.
The core theoretical basis of CSCL is Vygotsky's social and cultural theory, activity theory and group dynamics theory.
Characteristics of 1.2 CSCL
When CSCL is implemented, teachers and students form a deep understanding and mastery of the learning content through synchronous or asynchronous interaction and cooperation around the learning content in the collaborative learning environment or platform, and then complete the meaning construction of knowledge and the cultivation of ability. Compared with traditional collaborative learning, CSCL has the following characteristics:
First, the interaction is more abundant. The interaction in CSCL can be real-time interaction or non-real-time interaction, synchronous interaction or asynchronous interaction; Interactive content includes not only teacher-student interaction, teacher-student interaction and student-student interaction, but also the interaction between students and other members of society. The control right of interaction can be allocated flexibly, and the choice of interaction time and space is also flexible.
Second, it is more collaborative. The application of computer technology has broken through the geographical and time constraints, and teachers and students can cooperate more efficiently, which is conducive to deepening the understanding of problems and mastering and applying knowledge. Third, the situation creation is more real. Teaching based on CSCL can transmit not only traditional teaching information, but also modern teaching information. Students receive a variety of illustrated multimedia information, which creates a realistic situation for the construction of knowledge meaning and helps students acquire knowledge quickly. Fourth, media information is more acceptable. In CSCL-based learning, teachers can publish well-designed teaching information, and students can also enjoy the information and show their works. The organization of subject knowledge and teaching information conforms to the characteristics of human thinking, which facilitates students to establish the connection between old and new knowledge, and then stimulates students' enthusiasm for exploring knowledge independently. Fifth, the implementation method is more popular with students. The learning process and activities of CSCL are mostly based on the network, and the communication and discussion between teachers and students, as well as between students, are often completed through the network. This novel learning method can attract students to participate.
Implementation process of 1.3 CSCL
According to the definition and characteristics of CSCL, around it? Build knowledge, develop ability and cultivate the spirit of cooperation? In order to achieve this goal, the author briefly summarizes the implementation process of CSCL as follows: curriculum introduction? Problem situation creation? Collaborative learning activities? Evaluation of learning effect. Specifically, in? Course introduction? Link, according to the learning objectives and learning content, use questions or examples closely combined with students' life experience to introduce course learning, attract students' attention and concern, stimulate learning motivation, and prepare for the smooth implementation of CSCL; Are you online? Problem situation creation? Link, the use of network technology, multimedia technology and so on to create a rich interactive cooperation mechanism, vivid and realistic, in line with the characteristics of students' thinking situation.
This is not only the key to the implementation of CSCL, but also the advantage of CSCL compared with other learning methods.
Are you online? Collaborative learning activities? Links, first of all, according to? Heterogeneous grouping? Divide students into several cooperative groups and determine the principles of learning tasks and role division; Then, according to the learning task, students use network communication tools and collaboration platforms to carry out collaborative learning activities; Finally, according to the development of collaborative learning activities, teachers should give timely guidance and monitoring.
Are you online? Evaluation of learning effect? In the link, teachers' evaluation, inter-group evaluation, group evaluation and students' self-evaluation are used to comprehensively evaluate students' performance in the learning process and their contribution to collaborative learning activities, and to evaluate the team work, cooperation and mutual assistance of collaborative groups.
2 CSCL high school information technology teaching status and application advantages
In 2003, the Ministry of Education issued "Standard of Technology Curriculum (Experiment)" (information technology), which clearly stated that the general goal of information technology curriculum in ordinary high schools is to improve students' information literacy. That is, the ability to acquire, process, manage, express and exchange information, the ability to evaluate the process, methods and results of information and information activities, the ability to express opinions, exchange ideas, carry out cooperation and solve practical problems in study and life, abide by relevant ethics and laws and regulations, and form values and sense of responsibility suitable for the information society.
As far as learning methods and teaching methods are concerned, the standard emphasizes students' autonomous learning, active inquiry and? Task driven? 、? Problem solved? Use teaching strategies, such as paying attention to the process evaluation of ability training. Judging from the current implementation of information technology teaching in senior high schools, there are many problems in the teaching methods of teachers, the learning methods of students, the support of teaching/learning resources and teaching conditions for curriculum objectives. Therefore, through on-the-spot investigation and interviews, the author went deep into the front line of information technology teaching in senior high schools, held discussions with teachers and students, and fully understood the current situation of information technology teaching in senior high schools. It is found that in terms of teaching organization, due to the limitation of class hours (generally no more than 2 class hours per week) and hardware conditions, information technology teaching is generally carried out by teachers in the computer room, and then students practice on their own and teachers give guidance; In terms of teaching methods, it is usually adopted? Teacher's explanation+students' simple practice? Because of ignorance of the meaning and value of learning, students' learning motivation is often difficult to stimulate. Over time, students' strong interest in information technology courses gradually faded; In terms of learning methods, because it is not a college entrance examination subject, teachers don't pay enough attention to information technology courses, and students generally do some imitation exercises around the content specified by teachers or the content of teaching materials, lacking mutual communication, communication and cooperation in the learning process; From the evaluation method, generally? Paper and pencil test+usual grades? As for the evaluation method of results, the written test often focuses on knowledge memory, and the assessment of ability development is not well reflected, and the usual performance evaluation is also relatively random; In terms of teaching/learning resources, resources related to information technology curriculum development are very scarce, so students can't carry out independent inquiry or collaborative inquiry learning activities, and it is difficult to practice what they have learned after learning.
According to the current situation of information technology teaching in senior high schools and the definition and characteristics of CSCL, the author thinks that the advantages of developing information technology teaching in senior high schools based on CSCL are as follows: using network technology and multimedia technology to create problem situations, providing multimedia teaching information and learning resources to meet the needs of students' inquiry learning; Combining students' life and study practice, designing situational, meaningful and operable questions, allowing students to interact and cooperate with teachers and peers from the perspective of problem solving, can fully strengthen students' awareness of participation and cooperation, and reflect students' dominant position in learning activities. With the help of network cognitive tools and communication tools, carefully design teaching activities that are conducive to students' extensive participation, simulate the emotional communication mode in real life, stimulate and cultivate students' creative potential and sense of cooperation, let students experience the learning process of dealing with information, carrying out communication and cooperating to solve problems, and master the ideas and methods of applying information technology to solve problems in the process of activities, thus forming the ability to solve practical problems and lifelong learning; With the help of electronic portfolio and learning diary, students' performance in all aspects of learning activities is comprehensively recorded, and the validity and reliability of process evaluation are improved. In addition, using collaborative learning platform to carry out network-based seminars and collaborative activities can enable students to communicate in collaboration, inspire reflection in communication, and then complete the construction of knowledge, the development of ability and the cultivation of team spirit in reflection.
3 Information Technology Teaching Case Design Based on CSCL
Earlier, the author theoretically analyzed the advantages of CSCL in information technology teaching in senior high schools. The following is a case study of Basic Information Technology (Compulsory) (Education Edition)? Internet information search? The application of search engine? Taking the first section as an example, this paper discusses the concrete practice of CSCL in information technology classroom teaching.
3. 1 front-end analysis
3. 1. 1 Analysis of teaching content The content of this section is deepened, sorted out and refined on the basis of students' existing experience in finding information online. By learning the search methods and skills of Internet search engines, we can cultivate and improve students' ability to obtain network information, make it a survival skill that every student must master in the information society, and lay a foundation for students to learn to organize and process information effectively. At the same time, this section also focuses on guiding students to form a sense of autonomous learning and teamwork, laying the foundation for diversified exchanges and cooperation in other chapters of compulsory modules and various elective modules.
The main knowledge points of this lesson are the definition, classification, use, workflow and selection strategy of search engines.
3. 1.2 Learner analysis The teaching object of this course is senior one students. They have certain computer operation skills and perceptual experience in using the Internet to retrieve information. They need to sum up and improve students' original cognitive basis, so that they can form a rational understanding of online information retrieval, and sum up their own experience in using the Internet to retrieve information in practice, so as to continuously improve their online information retrieval level. However, the differences between students are considerable, so we should pay attention to creating an atmosphere and situation for exchange and learning, and promote cooperation and mutual assistance among students.
3. 1.3 Teaching objective analysis knowledge and skills: mastering common methods of network information search; Understand the relevant knowledge of search engine (definition, classification, working principle, etc.). ); Master the strategies and skills of using search engines to retrieve network information.
Process and method: we can choose the appropriate search method to obtain information according to actual needs, and we can evaluate the process and result of information acquisition; By using computer-supported cooperative inquiry, we can cultivate cooperative consciousness and ability.
Emotion, attitude and values: experience the significance of efficient access to information for study and life; We can realize the importance of teamwork by cooperating with our peers to complete the learning task.
3. 1.4 teaching emphasis and difficulty analysis teaching emphasis: master the directory search and full-text search of search engines.
Teaching difficulties: master the skills of keyword search.
3. 1.5 Analysis of teaching strategies According to the teaching content and teaching objectives of this class, combined with students' knowledge base and preliminary ability level, teaching strategies such as task-driven and group cooperation are adopted to implement teaching.
3.2 Teaching process design
In the teaching of this course, we use QQ group as a platform for collaborative learning. The teacher first creates a class QQ group before class, and all students and teachers themselves are members of the group.
The function of CSCL QQ group is shown in figure 1.
3.2. 1 Course Introduction Teacher: Can you name 10 Li Bai's poems? Is there any way to get the answer? Which method is the most convenient?
Student 1: I can't remember so many Chinese texts I have learned before; Student 2: Look up poems and books related to Tang poetry; Student 3: Online search; Figure 1
Students: teachers and students * * * Summary: The ways to obtain information are recalling, consulting others, searching newspapers and books, and searching online. , among them? Online search? It is a convenient information search method at present. (Enjoy the method of obtaining information from group files) Teacher:? Looking online? This is a convenient method, but the network information is very complicated. To find information quickly and efficiently, we must master corresponding strategies and skills, such as the application of search engines.
3.2.2 Problem Situation Creation Teacher: Li Lei wants to make a personal website about football and needs to collect relevant information. Please help him collect it online. To accomplish this task, you need to master Internet information search tools? Knowledge about search engines. Students: Under the guidance of teachers, combined with the content of teaching materials and the learning materials in the group, understand the concept, common types, usage methods, workflow and selection strategies of search engines.
Teacher: You already know about search engines. Let's practice and see if we can help Li Lei finish the task.
3.2.3 Cooperative learning activities Teacher: What should the football website include?
Students discuss: classic events, football rules, football players in previous World Cups, theme songs, etc.
Teacher: In what form are these contents presented?
Student discussion: text, pictures, audio, video, etc.
The teacher summed up and clarified the learning tasks: helping Li Lei to collect videos, animations, pictures, texts and audio materials of recent international football matches, rules of football matches, football players of previous World Cups and theme songs on the Internet.
(See the group announcement for task requirements) Form a collaboration group: according to? Heterogeneous grouping? In principle, teachers designate or students spontaneously form several cooperative learning groups (generally about 6 people in each group); Communicate with each team member, select a team leader, and clarify the roles of team members; Create a discussion group or an ad hoc group. Group members are group members, and teachers can be added as needed.
(The group announcement shows the group list) Teachers: guide the study group to refine the learning tasks and provide students with necessary cooperative learning guidance and training.
Study Group: Under the guidance of the teacher, the overall study task is defined and divided into several sub-tasks, such as collecting text information of football matches and rules, pictures and videos related to FIFA World Cup, videos of classic football matches, theme songs of the World Cup, etc. According to the division of labor, use the search engine to search for information on the Internet and cooperate to complete the above subtasks (you can enjoy the collected pictures by using the group photo album function and the text information and audio and video information by using the group file); Use QQ group collaborative learning platform to communicate and discuss, deeply understand the learning content, master the use strategy of search engines, and form the ability to solve practical problems and teamwork.
Teachers: monitor the whole process of group learning activities and the learning performance of group members; Provide timely guidance and help for study groups or individual students; Give team members the necessary pressure and motivation.
What needs to be added is that in the process of implementing collaborative learning, teachers and students can also make use of group forums, group chats, discussion groups, etc. in order to better achieve the learning objectives. Communicate and cooperate around a learning task or knowledge point, so as to help students deepen their understanding of learning content and transfer their applications. For example, in QQ group, students present their own problems through words and screenshots, and teachers and members of the group inspire each other, help each other and cooperate to solve problems.
Student 1: I'm from? Baidu? Search it? World Cup theme song? What if there are too many songs?
Student 2: You can do it at? Baidu? Find music in it, and then search.
Student 3: I searched it from Baidu gallery? Mr. Football? There are so many pictures, they are all good. How to download them?
Student 4: Click the right mouse button on the picture and click? Save the picture as? .
Teacher: Is there any other way to download pictures?
Student 5: Just take a screenshot with the drawing tool.
Students: 3.2.4 Learning effect evaluation study group: make PPT respectively, and publicly show their learning achievements and the completion of learning tasks (* * * enjoy each group's works in the group file); Elect representatives to introduce the practice and experience of the group in collecting network information, and ask questions or discuss with each other in the group.
Student 1: I think looking for music? Baidu? Much better.
Student 2: I think it's useful to find written materials? Google? More convenient.
Student: Teacher: You are talking about the widely used search engines. They have different characteristics and advantages, and they can be selected according to their own search purpose and content. (Group chat, group forum for experience exchange) Teachers: comment on the overall performance of each study group one by one, and summarize the completion of learning tasks; Evaluate the group learning results and guide each learning group to carry out the evaluation.
Study group: under the guidance of teachers, self-evaluation, mutual evaluation and inter-group evaluation of group members are carried out.
3.3 Summary and reflection
In order to understand the effectiveness and existing problems of teaching case design, and then improve the case design, the author conducted a teaching experiment in a high school in Zhoukou City, Henan Province. Judging from the trial of the case, this lesson starts from the problem situation, takes the collaborative learning group as the unit, takes QQ group as the collaborative learning platform, and adopts? Task driven? And then what? Teamwork? In this way, we use network resources to learn and complete real tasks through group cooperation, which effectively stimulates students' interest in learning, enables students to complete specific learning tasks in an active classroom atmosphere, masters the strategies and skills of Internet information retrieval, and cultivates students' awareness and ability to solve problems and cooperate with each other, achieving the expected results. At the same time, some problems have been exposed in the trial, such as teachers and students' insufficient understanding of CSCL, weak cohesion of cooperative groups, students' lack of enthusiasm for learning and communication, and lack of understanding in learning activities. Hitchhiking? This phenomenon still exists, the function of collaborative learning platform is not perfect, and the evaluation within the group and the self-evaluation of the group members are not objective enough. All these need to be further solved, otherwise it will be difficult to optimize the teaching effect.
With the rapid development of information technology represented by multimedia technology and network technology and the continuous improvement of cooperative learning theory, CSCL will play an increasingly important role in classroom teaching. As mentioned above, CSCL has incomparable advantages in promoting knowledge construction, cultivating team consciousness, developing cooperation ability and problem-solving ability.
However, from the reality, we need to continue to explore the specific strategies and methods of CSCL applied to subject teaching, and constantly overcome and solve its shortcomings and problems in the implementation process. I will continue to pay attention to this.
References:
[ 1]TimothyKoschmann。 Dewey? Contribution of CSCL [A]//CSCL process [C].2002: 17-22.
[2] Ronghuai Wang. Computer supported collaborative learning? Theory and method [M]. Beijing: People's Education Press, 2003: 1 16.
[3] Wu Tao, Gu Yueqin. On the theoretical basis and cooperative principle of CSCL [J]. Teaching Research, 2009, (3): 9- 12.
[4] Gu Jianjun. Technical Curriculum Standard of Ordinary Senior High School (Experiment) [M]. Wuhan: Hubei Education Press, 2004: 25-30.
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