Scaffolding Instruction Model Construction And Application

Scaffolding instruction is one of three constructivism teaching modes, including anchored instruction, scaffolding instruction and random access teaching, which bases on vygotsky’s Zone of Proximal Development Theory. It supposes that teaching should be based on students’ present level, sets goals that students could reach by working hard, teachers should bridge these two levels, helping students to reach the second level. Teaching under the scaffolding instruction mode properly deals with the subject and object relationships between teachers and students, and fully implements students’ subject status, and also fully embodies the dominant role of teachers during the process. Scaffolding instruction model commits teaching according to five teaching procedures, such as scene settings, scaffold’s setting up, independent inquiring, cooperative exploring, summarizing and evaluating, etc. As soon as it achieves the goal of knowledge and skills, it will also be able to reach the target. This kind of teaching makes students participate actively, explore initiatively, cooperate and communicate, leaving students the initiatives to obtain class information.With the development of science and technology, information contents and formations tends to be more and more diversified, a new round of curriculum reformation also proposes that teaching content, teaching methods and teaching evaluation be diversified. Such simple traditional scaffolding instruction model’s five teaching steps seem to be too rigid, not able to specifically analyzes certain problems.This paper explores new modes of scaffolding instruction by methods such as literature research methodology, class observing, interviewing, experiment and case studying, thus making scaffolding instruction routinized and widely applied. This article is divided into five parts, introduction, literature research, empirical research, the applications of the model and conclusion. The first part briefly introduces the origin, content, significance and methods. The second part is the basis of this paper, mainly based on literature research as a starting point, summarizes and concludes the present situation of this study. In dealing with present study’s theoretical basis, literature review and concept definition, this paper summarizes scaffolding instruction and its formations, and integrates the current scaffolding instruction model to primarily construct scaffolding instruction model. The third part is the empirical part and the most innovative part of this research. At present, the study of scaffolding instruction focuses on case study of teaching, while the application of investigating methods, such as observation, interview, experiment are only a few. This part studies the present situation of scaffolding instruction through observation and interviews, and goes on with experiment comparison research after feeding back on the modification of scaffolding instruction, verifying the feasibility and the rationality of scaffolding instruction model’s design and coming up with the final scaffolding teaching mode through constant feedback and correction.