Study On The Influence Of High Schoolbiological Scaffolding Teaching On Students' Self-efficacy

With the deepening of the new curriculum reform,the new curriculum standard clearly puts forward that the training goal of high school teaching is to cultivate students' independent learning ability and lifelong learning ability.How to scientifically measure whether the learning ability of students has been effectively improved and whether students have established the ability of lifelong learning is a key problem to be solved.Self-efficacy refers to students' cognition of whether they have the ability to complete learning tasks when faced with learning tasks.Self-efficacy is the foundation of people's action,the intermediary of acquiring knowledge and ability,and the key to sticking to the task.Enhance students' sense of self-efficacy,enable students to take the initiative to study,challenge different learning tasks,adhere to the completion of learning objectives,to achieve the goal of cultivating students with lifelong learning ability.The theoretical basis of scaffolding teaching is constructivism and the theory of zone of proximal development.Teachers set up situations to stimulate students' interest in learning,provide appropriate supports,and help students to complete inquiry-based learning tasks.In this process,students independently build knowledge and cultivate learning ability.In this paper,the author studies whether the scaffolding teaching can improve the sense of self-efficacy.This paper adopts the methods of literature review,questionnaire survey,case analysis and practical teaching research.The subjects of the experiment are the students of grade two in the school where the author teaches.The school is located in the urban and rural areas of guiyang city,students learning initiative,learning habits and learning ability are to be improved.Two classes with no significant difference in self-efficacy were selected for the experiment.The questionnaire on the teaching situation in biology class and the questionnaire on the learning situation in biology were developed first,and then the survey was conducted to analyze the survey results.After consulting a large number of literatures and combining the investigation results,this paper puts forward the application of scaffolding teaching in high school biology teaching.Design scaffolding instructional design based on the Suggestions of experts and senior teachers.The two classes are randomly divided into experimental class and control class.The experimental class USES scaffolding teaching,the control class USES routine teaching.After a semester,two classes of self-efficacy,learning and learning results of the post-test.By comparing the experimental results of data analysis before and after the experiment of the two classes,the experimental conclusion is that after implementing the scaffolding teaching for one semester,the experimental class and the control class have significant differences in learning situation,self-efficacy and academic performance.The experimental class improved significantly.The conclusion is that scaffolding teaching can improve students' learning.Scaffolding teaching can improve students' self-efficacy.Scaffolding teaching can improve students' academic performance.