Research On The Influence Of Biology Scaffolding Teaching On Students' Self-Regulated Learning Ability In Senior High School

The development of science and technology is quietly changing people's thinking and lifestyle.The development and application of these these science new science and new technologies put forward higher requirements for future talents.Autonomous learning is an important part of students' ability development.How to cultivate students' autonomous learning ability has always been a problem discussed by teaching workers and teachers.The cultivation of students' biological autonomous learning ability has always been one of the tasks of high school biology teaching.In order to adapt to the requirements of new curriculum reform,it is necessary to promote the transformation of students' learning mode and teachers' teaching mode,and to explore the new method of biology teaching that meet to the new curriculum reform.At present,there are many researches on the application of the scaffolding mode at home and abroad in cultivating students' autonomous learning ability,but mainly concentrated in English,mathematics,chemistry and other disciplines,and few in biology.Therefore,the research on the influence of high school biology scaffolding on students' self-learning ability has certain practical significance and theoretical value.First of all,this study uses the literature method to review the literature related to scaffolding and autonomous learning ability,and sorts,analyzes,summarizes and summarizes the collected literature.Master the current research status and theoretical basis of the current scaffolding teaching and autonomous learning learning ability to provide theoretical support for practical research.On this basis,a one-semester comparative teaching practice was conducted in a high school in Tongren City.Besides,a questionnaire survey was conducted before the practice.According to Professor Pang Weiguo's Learning Autonomy scale for Primary and Middle School students,the questionnaire was compiled as Questionnaire for Senior High School students' Bio logical Autonomous Learning ability.The questionnaire was tested to have good reliability and validity.After learning about the status quo of high school students' autonomous learning ability through high school students,two classes with independent learning ability and biological achievement level were selected for comparison practice.One of them was an experimental class,and it was supported by a bracket.One was a control class.Take regular instruction.After the practice,the SPSS20 software was used to analyze the data before and after the test,and finally the research results were obtained.The results of practical research show that scaffolding teaching not only enhances the autonomous ability of high school students,but also improves students' biological learning performance.Scaffolding has a significant impact on students' learning motivation,learning strategies,and learning environment.Scaffolding can stimulate students' interest in learning biology,change students' strategies for learning biology,and students can make full use of the learning environment.At the same time,The improvement of autonomous ability is conducive to the improvement of students' academic performance.