Research On The Application Of "Scaffolding Instruction" In The Senior Geography Teaching

Because of the long-term influence of exam oriented education thinking,high school geography teaching in China mostly adopts "cramming" method.According to this teaching mode,high school students can only accept knowledge passively while learning geography and the main body status is easily ignored,whereby the development of students' comprehensive ability is limited.In the background of new curriculum reform,how to apply "Scaffolding Instruction" to the high school geography teaching is an important research topic in geography teaching in high school.Under this situation,the research on the scaffolding instruction model and its application in high school geography teaching is helpful to enrich the theoretical research of high school geography teaching mode,and provide a theoretical reference and guidance for the high school geography teaching.Based on the domestic and foreign research,the paper uses the literature research method,case analysis method and educational experiment research method.From the basic concept of "bracket" and "support education",based on Constructivism and the recent development area theory,the thesis expounds theapplication of scaffolding instruction to high school geography teaching.In order to test the effect of scaffolding instruction in geography teaching in high school,the effect of scaffolding instruction in the teaching of high school geography was tested.This paper mainly draws the following conclusions through the research on the scaffolding instruction model and its application in high school geography teaching:First of all,in the high school geography teaching process,what can be used are "case of stent,the concept of stent,flow chart,form stent,question stent and suggestion stent".Different types of stents have different characteristics and different application objects.Case support is more suitable for teaching leading and deepening understanding;the concept of stent is more suitable for the concept expounding and the concept of hierarchical relations,and the flow chart is more suitable for the process description.Senior high school geography teaching should carry out the preliminary task analysis and build a suitable teaching bracket based on the teaching task and the different teaching objectives.Grasp the "Recent Development Zone" of high school geography learners and guide the students to explore and study independently and play the biggest effect of scaffolding teaching mode.Secondly,the implementation of scaffolding instruction has a significant effect on the promotion of senior one students' and senior two students' learning performance.Moreover,compared to girls,boys are more likely to be more sensitive to scaffolding instruction,which is easier to upgrade themselves in scaffoldinginstruction,compared with those in the upper reaches,the lower reaches of the students get more help.Finally,from the different results achieved in different grades(senior one,senior two,senior three),To make Scaffolding Teaching play the biggest effect in high school geography teaching process,teachers need to plan ahead and begin to layout from the first grade,reduce the effect of traditional teaching on geography learning "inertia" as far as possible.