Research On The Application Of Scaffolding Teaching Model In The Teaching Of Biological Concept In Senior High School

"Ordinary high school biology curriculum standard (experiment draft)" emphasizes that learning is an active construction of knowledge and ability and the formation process of emotional attitude and values. Basic concepts advocate research learning of the course and promote the change of students’learning styles. This requires teachers to update teaching ideas, use a more appropriate teaching mode of students’learning and development. Biology concepts are important components of biological knowledge and the skeleton of biological knowledge networks. Teachers at the time of conception teaching should pay more attention to scientific and rational teaching mode. Instructional scaffolding is student-centered and teacher-led, always based on the cognitive level of the students, while teachers put up the conceptual framework to guide students to construct knowledge actively, prompting the teaching mode of students’ability to continuously improve themselves. Application of scaffolding teaching mode in teaching high school biology concepts not only benefits the changes of teacher’s educational conception but also brings changes in students’learning style.Firstly, on the basis of references, the article analyzes the present situation of the research on the scaffolding instructional model and the senior high school biology concept of teaching; the theoretical foundation for application of scaffolding instruction in senior high school biology concept teaching discusses the relevant concepts, combined with the practice of biological concept; the part of teaching in senior high school discusses the theory at scaffolding instruction implementation condition, teaching process and teaching evaluation etc. Next, experimental study before and after the experiment experimental classes and control classes were initiated in high school biology concepts and attitudes questionnaire learning methods, statistical analysis; experimental classes before and after the experiment, the four stages of the control class academic statistics analysis; of experimental classes and control classes of students were interviewed during the experiment, to understand students’ perceptions of the scaffolding teaching in high school biology classroom.Through nearly a year of scaffolding teaching mode application in teaching high school biology concepts, the following conclusions can be drawn:①saffolding teaching mode improved the students’interest in studying biological concepts and corrected the students’attitudes towards learning.②It also improved the students’biology concepts study methods. ③It aimed at improving the efficiency of students in class, effectively fostering students’subjectivity.④It improved students’ academic performance in biological sciences.The research also shows how to determine a student’s "zone of proximal development"; how to handle of the "zone of proximal development" imbalance and how to establish and perfect evaluation system, while promoting students’all-round development. A series of questions required further study.