Experimental Study On High School Calculus Scaffolding Teaching

The Scaffolding Teaching Strategy is derived from Vygotsky’s Zone of Proximal Development Theory,whose aims are to eliminate the differences between the students’ ability to solve the actual problems and the potential developmental ability of the students with the help of the teachers(or higher leveled persons),improving the students’ intelligence and the ability to solve problems.The Scaffolding Teaching Strategy has drew much attention of the scholars home and abroad,and it studies mainly focused on the lower age and language subjects,the concepts of the strategy,the type of the scaffold,the principles to carry out and the analysis of the cases,but only a little on the education of the mathematics’ teaching of high school,especially the evaluations of the strategy’ s applications in the classroom.In this paper,we carried out the experimental study by educational practice and probation into the classroom,and we figure out there is no significant difference between the students based on their grades,genders,academic achievement in three different levels of schools in Wanzhou District of Chongqing.In the actual teaching process of the scaffolding teaching,the teachers and we discussed the evaluation system,sorted out the assignment,and evaluated the multi-level comprehensive evaluation model to support classroom teaching to make the adjustment in case.Because the high school calculus is arranged in the second semester of high school,which is about 24classes,so the teaching experiment is arranged in a month,from mid February to mid March of 2017.Here are the results of(?)study:1.The Scaffolding Teaching Strategy can reflect the idea that the students are the main participators and the teachers are just playing the leading role;2.The Scaffolding Teaching Strategy can improve the key abilities of the students;3.The Scaffolding Teaching Strategy is good to the management of the class;4.The Scaffolding Teaching Strategy is beneficial to speed up the development of students’ socialization.In summary,We find that the Scaffolding Teaching Strategy is well applied to the teaching of high school calculus through the analysis of the teaching theory,teaching content,the reform in curriculum of mathematics,along with the study of the students’ cognitive rules and the developmental characteristics of the teachers.Suggestions about high school in using Scaffolding Teaching Strategy:(1)Be sure of the key factors in using Scaffolding Teaching Strategy;(2)Take a firmly hold of the Zone of Proximal Development Theory;(3)Build a proper support;(4)Have a good understanding and usage of Scaffolding Teaching with flexible teaching methods.It is hoped that this study can enrich the scaffolding teaching theory,improve the teaching level of teachers,and provide a reference for the reform of mathematics curriculum in senior high school.