Practical Research On Scaffolding Teaching In High School Biology Teaching

With the advent of the era of the information age,the traditional teaching model has gradually been eliminated.The 2017 New Curriculum Standards presents and emphasizes the important concepts of students actively participating in the classroom.Scaffolding teaching refers to a kind of teaching mode based on constructivism that the teacher guides and provides help,while the learning object gradually communicates with others and completes the knowledge construction independently.Scaffolding is in keeping with the development of the times and is in line with the new educational philosophy.Applying it to the high school classroom can promote the change of traditional learning methods to the students to a certain extent,and at the same time promote the change of teaching consciousness to the teachers.This topic explores the significance of scaffolding teaching in the first-line classroom of high school biology through literature practice research on the theory and practice of the model.The problems that are addressed are: Can the students improve their academic performance in the context of the new curriculum concept? Does it change the way students learn? Does it change the student’s learning status? Does it contribute to the classroom effect of high school biology?The subject uses a variety of methods such as literature,statistical analysis,classroom observation,interviews,and case studies.Firstly,the literature analyzes and summarizes the research background of the scaffolding teaching and the current research status;then summarizes the relevant theoretical foundations;defines relevant concepts such as “scaffolds”,and summarizes the first-line biology classrooms.Easy-touse bracket categories;then explore the basic teaching design principles and links in this model;complete the teaching plan design and practice research,conduct experiments;finally,analyze the data to draw conclusions and summarize the conclusions.The specific idea of this research is to scientifically select experimental classes and control classes in the internship unit.Carry out the teaching design of the subject research,and observe the students’ performance in the classroom,feel theafter-school interviews,conduct reflection and specific analysis after the implementation,and analyze the test results,and implement the comprehensive classroom feedback.The results and interviews lead to conclusions.Through three months of practice,this study is summarized: the teaching model of this study can stimulate enthusiasm to a certain extent,improve the classroom participation of learners,activate the classroom atmosphere and improve the interest of learners;The results of the paper and pencil test;can improve students’ ability of independent collaborative learning;in general,the bracketed teaching mode can promote classroom teaching in high school biology.