Research On The Practice Of Scaffolding Teaching Mode In Junior High School Biology Inquiry Teaching

The new round of curriculum reform changes the tendency that the curriculum pays too much attention to knowledge transfer in the concept of curriculum reform,emphasizes the formation of active learning attitude,and emphasizes that the process of students' acquiring knowledge and skills becomes the process of learning and forming correct values.The Compulsory Education Biology Curriculum Standard(experimental draft)aims to improve students' biological science literacy,focusing on "advocating inquiry learning".Therefore,it tries to change students' learning methods,guide students to participate actively,be willing to explore,be diligent in practice,and cultivate students' innovation spirit and practical ability.Scaffolding Teaching mode is a mode based on constructivism learning theory,which points out that learning in the teaching process is based on the existing level of development,through the guidance of the necessary scaffolding to guide learners' independent learning.The scaffolding teaching runs through the inquiry class of junior high school biology,which not only inherits the new concept of curriculum reform,but also fills the vacancy of the theory in junior high school biology teaching research.Therefore,it is of great significance to explore the application of Scaffolding Teaching Mode in junior high school biology inquiry teaching.In this paper,the application of Scaffolding Teaching Mode in junior high school biology inquiry teaching is studied by literature research,investigation,comparative experiment and case analysis,and the theory and practice of scaffolding teaching mode are studied.The research consists of the following six parts: the first part analyzes and clarifies the research significance,purpose and research status at home and abroad;the second part defines and analyzes the related concepts of the project and its theoretical basis;the third part analyzes the Scaffolding Teaching in junior high school biology through the questionnaire survey of junior high school students' learning status and teachers' teaching status,combined with the characteristics of biology subject The necessity and feasibility of application in learning and teaching.The fourth part analyzes the classroom link,implementation key,scaffold construction and the determination of the students' recent development area of Scaffolding Teaching in junior high school biology teaching design.The fifth part is the practical research.In the experimental class,we teach the scaffolding teaching mode,and the control classimplements the traditional inquiry teaching.We analyze the biological self-efficacy level,scientific inquiry ability,and the change of examination results of the students in the control class and the experimental class,and evaluate the implementation effect of the scaffolding teaching.The results showed that:(1)before and after the scaffolding teaching,the students' biological self-knowledge efficiency level and learning biological emotional will level were significantly improved(P?0.05);(2)the experimental class' s biological learning level was significantly improved compared with the traditional teaching(P?0.05);(3)compared with the traditional inquiry teaching,the experimental class' s scientific inquiry ability was greatly improved.The sixth part analyzes the effect and deficiency of Scaffolding Teaching Mode in junior high school biology inquiry teaching,and puts forward relevant optimization suggestions.Practical research has proved that the scaffolding teaching mode can significantly improve the effect of biology teaching in junior high school,which is better than the conventional teaching.This study is expected to provide a reference for the vast number of front-line teachers in the teaching process.