The Application Of Scaffolding Instruction In Junior Middle School Mathematics Teaching

Scaffolding instruction is a kind of based on the learner’s current development level, system and orderly, can use various methods to guide the learner actively constructing knowledge and skills to a higher level of development of teaching mode. Teacher carefully creating can stimulate students to explore the problem situation of desire, and then build bracket to support the learners to construct, finally in order to develop learners’ ability to actively constructing gradually withdraw support; Within the student ", " the zone of proximal development, teachers encourage students to carry out inquiry learning and collaborative learning, and learning effect evaluation. Previous scaffolding instruction research limited to high school and elementary school mathematics, the junior middle school mathematics concept teaching and so on, rarely quadratic function of the junior high school teaching research in the application. This research mainly studies the student studies the function ", " the zone of proximal development, quadratic function of the junior high school teaching of scaffolding teaching application research, quadratic function teaching effectiveness to provide evidence for improving the junior middle school.The research question of this paper: through the questionnaire survey, interviews, etc to understand students function ", " the zone of proximal development; Teachers according to students ", " the zone of proximal development, set up some support, creating a problem situation, to let students actively construct knowledge; When building scaffold and when to withdraw support, only is advantageous to the student to the knowledge significance construction? Scaffolding, enter the situation, the independent exploration, co-operative learning, adopt what kind of evaluation, to make teaching more effective?This research according to the following process. According to the research problems in literature research, questionnaire, in which repeated advice and revised part of the interview and questionnaire, the conclusion; Advanced scaffolding instruction theory is applied to the teaching of the quadratic function, some strategies are obtained, thus improve the quadratic function teaching effectiveness.The conclusion of this study: by quadratic function in the experimental class teaching, to carry out the practice of scaffolding instruction, quadratic function effect have great progress, more than that in comparative classes, and more harmonious relationship between teachers and students, the classroom atmosphere more active. Try different types of stents in quadratic function teaching; Create a scientific and reasonable problem situation and build a knowledge construction of stents, got some evaluation strategy to promote the development of students. Build learning support, creating problem situation and effect evaluation, is to learn as the center, to be born, to consider the recent developments of students; Summed up five kinds of methods and strategies of creating problem situation; Just talked about at the beginning of scaffolding instruction mode evaluation strategy, the effect of performance evaluation should reflect the diversity of main body and the diversification of evaluation way, use delay evaluation, improve quadratic function scaffolding teaching effect.In this paper, the scaffolding instruction of "the construction of the stent, the creation of problem situation, study effect evaluation", etc are put forward some constructive ideas and strategies, it is not difficult to find that all students must be considered in three stages: "" the zone of proximal development, always pay attention to students ", " the zone of proximal development, people-oriented, encourage students to complete the meaning of knowledge construction.