Research On Scaffolding Teaching In Building Biological Concepts Of Junior High School

"Compulsory Education Biology Curriculum Standards(2011 Edition)" promulgated and implemented by the Ministry of Education in January 2012.The most important feature of the revised curriculum standards is that it emphasizes on learning important concepts.How to help the junior middle school students understand and apply biology important concept is a hot issue of current concept teaching research question.Scaffolding teaching is one of the mature teaching methods under the background of constructivist teaching mode. In the teaching process, students can make use of concepts constructed by teachers through a certain bracket to support and facilitate themselves to achieve the goal of independent exploration, complete tasks or solve problems finally. The writer applies teaching scaffolding to the biological concept teaching in junior high school. Based on the results of empirical study, I find that Scaffolding instruction can help students in junior high school to construct effective biological concepts effectively. It has a significant effect on the ability to resolve related issues, especially using the concept in the new situation.In this article, the author carries on the thorough analysis and exploration to the application of Scaffolding Teaching Mode in concept construction of biology in junior high school through five chapters.The first chapter is introduction, which mainly introduces the importance and the present situation of concept teaching in junior high school and the reasons of using the Scaffolding Teaching Mode in biology concept teaching in junior high schools. The second chapter is theoretical research, mainly definites the relevant concepts on the scaffold construct teaching and biological concepts and states the main theoretical basis. The third chapter focuses on application strategy of scaffolding instruction in construction concept. The fourth chapter is the emphasis of this paper. The author has confirmed the validity of the Scaffolding Teaching Mode in the concept construction of biology in junior high school through empirical research, and the detailed description and analysis have been maken on application process and details of the Scaffolding Teaching Mode through three specific cases.The fifth chapter is the conclusions and reflections, mainly summarizing the positive role and application strategies of Scaffolding Teaching Mode played on the concept construction of biology in junior high school. Meanwhile, the author has rethought the problems discovered during the research, clearing direction for further research in the future.