Research On The Application Of Scaffolding Teaching Strategy In Mathematics Class Of Five - Year Higher Vocational Education

Over the last decade, vocational education has vigorously developed in our country. The five-year higher vocational education which admits those students graduated from junior high school is an important component of vocational education. It has not only the dual nature of both higher education and vocational education, but also has the dual task of higher vocational education and secondary vocational education. The five-year higher vocational education cultivate a batch of skilled and practical talents who have higher basic theories than secondary specialized school students and better operating ability than undergraduates. However, the five-year higher vocational students have popular resistance of mathematics learning and fall behind in math. Some vocational schools emphasize the mastery of professional skills, but ignore the learning of mathematics curriculum. What’s more, the math teachers often use the teaching materials of lower requirement and the teaching mode which is similar to ordinary middle school. It more or less leds to today’s disappointing situation of five-year higher vocational mathematics teaching. In the face of such an awkward situation, the author get confused: what reasonable teaching strategy can the math teachers adopt to solve the contradiction between the teaching aims and current situations of mathematics. As a result, it can comply with the development the vocational education.This research was based on the theory of scaffolding instruction. In this research, the researcher adopted questionnaires, experimental contrast, classroom observation as the main research methods. This research was conducted in two classes from Wuxi Machinery and Electron Higher Professional and Technical School and lasted half semester. The comparative class still adopts the traditional teaching mode. In the experimental class, the scaffolding instruction strategy was carried out in order to test the effectiveness and feasibility of the approach in math teaching of higher vocational schools.After the experiment, the results show that the scaffolding instruction strategy can help students to restore and improve the lost interest in maths study, and set up good mathematics learning attitude, so that the students can pick up the lost confidence in maths study and increase it. In the process, the students’ thinking quality is cultivated. The strategy promotes students’ math learning ability. Besides, the effectiveness of the five-year higher vocational mathematics classroom teaching is reflected. Finally based on the conclusion, the author puts forward several suggestions for five-year higher vocational mathematics classroom teaching, The teaching design should be surrounded the zone of proximal development to build support. When building the most appropriate scaffold for studensts, the math teachers must grasp three degrees. In addition, they still need to pay attention to several aspects in the process of the implementation of scaffolding instruction.