Research On The Application Of Scaffolding Teaching Mode In Biology Class Of Junior High School

The development of students is related to the future of our country.School education pays more and more attention to the all-round development of teenagers.In order to explore the teaching methods and educational ideas to satisfy the development of all aspects of students,the educational cause of our country has been carrying out the reform of teaching experiments.Therefore,this subject takes the education idea advocated in the new curriculum reform as the research direction,aiming at the problems in the traditional teaching classroom,such as the emphasis on knowledge but less on process,the loss of student's main position,the lack of interaction in the classroom,and the single teaching evaluation method,etc.,and applies the scaffolding teaching mode from the constructivism learning theory to the biology classroom of junior high school and explores the effectiveness of the Scaffolding Teaching model through teaching practice,trying to help students improve their biological learning performance,complete the meaning of knowledge construction,and promote the improvement of students' biological subject literacy.The research ideas of this topic are as follows: Firstly,using literature research method to summarize the research status and theoretical basis of Scaffolding Teaching Mode at home and abroad,to provide necessary theoretical support for the application of Scaffolding Teaching Mode in junior high school biology classroom.Secondly,on this basis,we use the experimental research method to apply the scaffolding teaching mode to junior high school biology classroom,in order to explore the effect of Scaffolding Teaching compared with the traditional teaching mode.Before the experiment,the author referred to the questionnaire of junior high school students' biological subject literacy compiled by the relevant literature and conducted a questionnaire survey to the students.At the same time,combined with the mid-term results of eighth grade biology,two classes with similar biological subject literacy and performance were selected as the experimental research objects to carry out teaching practice research.At the end of the experiment,questionnaire and interview were used to discuss and analyze the classroom effect of scaffolding teaching mode.Thirdly,select the common types of courses in the classroom,i.e.new class and review class,and use case analysis method to carry out specific analysis and reflection on the biology classroom under the scaffolding teaching mode.Fourthly,using experience summary method to analyze and summarize the whole research content,and provide practical experience and application suggestions for the application of Scaffolding Teaching.At the same time,it makes a comparative analysis with the previous research conclusions,summarizes the innovation and shortcomings of this topic,and provides the research direction for the future in-depth discussion.Through the research of teaching practice,the following conclusions are drawn: Firstly,the scaffolding teaching mode is conducive to optimize students' learning style,mobilize students' initiative and enthusiasm for biological learning,and improve students' biological learning performance.Secondly,the scaffolding teaching mode promotes the improvement of students' scientific inquiry ability and the enhancement of cooperative learning consciousness,which is conducive to the cultivation of students' biological subject literacy.Thirdly,the scaffolding teaching increases the interactive components in the classroom,which is beneficial for teachers to fully understand the needs of students at different levels of development.Fourthly,the scaffolding teaching mode promotes the change of teachers' roles and concepts,which is conducive to the improvement of teachers' teaching skills and educational wit.