Scaffolding Instruction In The Area For The Application Of Cognitive Training

Scaffolding was first proposed by Wood,Bruner,and Ross(1976)to describe the effective support provided by peers,adults,and capable people in the learning process of another person.Bruner(1978)combined with Vygotsky's recent development zone theory further proposed a teaching model for individual learning processes and introduced it into the category of structuralist curriculum.The scaffold teaching has been continuously developed and perfected in the past 20 years,and has become one of the more mature teaching methods under the constructivist teaching mode.Scaffolding not only values “problems” from the perspective of exogenous constructivism,but also “ experiences ” from the perspective of endogenous constructivism.In the bracket-type teaching process,teachers build appropriate brackets for students according to the students 'recent development zones,guide students to explore existing problem-solving methods in social interaction,and cultivate students' good study habits.Scaffolding teaching emphasizes the use of students' subjective initiative,and emphasizes the impact of sociality and situation on students,which helps students develop the ability and awareness of independent learning.The General High School Geography Curriculum Standard(2017 Edition)emphasizes that the task of general high school education in China is to promote the comprehensive and harmonious development of students,attach importance to the development of students 'personalities,pay attention to the purpose of disciplinary education,and focus on the cultivation of students' core qualities.As one of the core qualities of the geography subject,regional cognition is an important basis for students to learn geography courses;it requires students to be able to understand the spatial distribution and spatial pattern of geographical things;it requires students to be able to clarify the spatial differences and connections between geographical things;it Students are required to be able to explore the evolution of geographical things.Scaffold teaching helps to improve students' learning initiative and guide students to consciously and actively apply geographic knowledge or geographic problem solving strategies to the analysis of human-land relationship in specific areas.Therefore,the application of scaffolding to the cultivation of high school students' regional cognitive literacy is in line with the core literacy of geography,which is an important driving force for the reform of the new geography curriculum.In this study,the author investigated and analyzed the current situation of high school students' regional cognitive literacy by consulting relevant literature on scaffolding teaching and regional cognition,using interview survey method,questionnaire survey method and classroom observation method.This paper investigates the current situation of students' regional cognition development from the aspects of students' cognition of regional cognition,regional location,regional characteristics,regional differences,regional connections and regional sustainable development concept,and analyzes the results of interviews with front-line teachers: students have little understanding of regional cognition,low interest and weak attention;The method and ability of students' understanding and research area need to be improved urgently.Teachers fail to fully respect students' subject status;Teachers cannot effectively cultivate students' regional cognition and other problems.Based on the theory of recent development zone,constructivism and metacognition,this paper discusses the internal relationship between Scaffolding Teaching and regional cognition,puts forward that scaffolding teaching has advantages in the regional cognition training of senior high school,and discusses how to use scaffolding teaching to cultivate students' regional cognition literacy.Based on the relevant literature and teaching practice,this paper proposes the design principles of scaffolding teaching in the regional cognitive training of senior high schools,including determining the effective proximal development zone as far as possible,selecting appropriate realistic situations and reasonably positioning the roles of teachers and students.This paper sorts out the links of scaffolding teaching design,including five links of building scaffolds,entering situations,independent exploration,cooperative learning and effect evaluation,and integrates the strategies of cultivating regional cognition.The commonly used scaffolds in geography teaching were selected,including example scaffolds,problem scaffolds,suggested scaffolds,tool scaffolds and experimental scaffolds.In this paper,the author took the practice school as an example and compared the situation of the control class and the experimental class to verify the effectiveness of scaffolding teaching in cultivating students' regional cognitive literacy.