The Application Of Scaffolding Teaching Mode In History Teaching In Senior Middle School

At present, in the process of history teaching in middle school, whether teachers or students, there are misunderstanding of rote learning, students interested in the history lesson is not high enough attention, the historical records is not very optimistic. How to improve the high school history teaching method has become an urgent and important task. Requirements of the new curriculum reform of students’ learning style transformation, advocate students’ active learning in diversification, open environment, give full play to the students’ subjectivity and initiative, cultivate students’ autonomous learning consciousness and ability. These educational ideas and scaffolding teaching concept is agree without prior without previous consultation. Scaffolding instruction and the application of specific disciplines is not universal, and the use of the combination of history and teaching is even more uncommon. Therefore, this paper introduces the scaffolding teaching model into the high school history teaching, and try to explore the experiment.This paper is divided into four parts. The first part is the introduction. In the introduction, the reason of choosing the topic, research status, ideas and methods, innovation and deficiencies are discussed. The second part theory research. On the connotation and characteristics of Scaffolding Teaching, the basic link, the type of stent to do a more detailed introduction, so as to have a holistic understanding of the Scaffolding Teaching mode. The third part of the experimental study. Based on the previous research results, this paper uses experimental data, questionnaire and case analysis to test the effectiveness of the scaffolding instruction model in the history teaching in senior high school. The fourth part of the reflection. On the basis according to the experimental results and the questionnaire survey, combined with the actual teaching thinking, put forward high school history classroom use of scaffolding teaching some ideas and suggestions, hoping to provide some reference and Enlightenment to the majority of high school history teachers.Finally, the application of Scaffolding Teaching Mode in high school history teaching, this paper through the analysis of the results of the experiment and the questionnaire, combined with the teaching practice, the following conclusions are drawn.First, Scaffolding Teaching inspired the students’ learning interest in history, to meet the needs of students’ psychological security, so that students’ enthusiasm to participate in classroom activities can be improved. Moreover, with the deepening of cooperation and communication, students gradually overcome the tension, the sense of belonging to the classroom is also constantly enhanced. Second, enhance the students’ historical achievements and self-confidence. Through the teaching experiment, it is found that, the scores of the experimental class has been significantly improved, especially the partial middle students, enhances the they confidence in the learning of history; moreover, students are still exchanges and cooperation, team cooperation forms of interaction formed excellent psychological qualities of active enterprising, solidarity and cooperation, so as to enhance the students’ confidence in their life. Third, it is conducive to the cultivation of students’ autonomous learning awareness and ability. In the scaffolding instruction, relaxed and happy classroom activities, the students individual freedom to be released. Each of them has its own subjective initiative and the advantage, in the process of mutual discussion, not only to promote the improving the students’ ability of learning history, more open the students thinking and vision, cooperative learning and independent study habits.