“Practical Research On Scaffolding Instruction Strategy”in Biology Teaching Of Junior Middle School

This topic is a practical study of applying “Scaffolding Teaching Strategy” to junior middle school biology teaching.“Scaffolding Teaching Strategy” is a teaching strategy based on the recent development zone,which advocates the teaching concept of “teacher led,student-centered” and respects the diversity of students.It aims to increase students' interest in learning,improve learning effectiveness and provide some experience for promoting curriculum reform.There are many research achievements in “Scaffolding Teaching Strategy” in the domestic education field,but there are relatively few studies in biology,especially in the junior middle school biology classroom teaching.Under the guidance of “Scaffolding Teaching Strategy”,this topic mainly combines the teaching characteristics of junior high school biology classroom,actively explores the application of this teaching strategy in practice,enriches the curriculum teaching strategy,and improves the teaching efficiency in the classroom time.This subject mainly adopts methods such as literature research method,classroom observation method,interview investigation method,educational experiment research method and so on.On the basis of reading a lot of literature,combined with the current situation of junior high school biology classroom,the author discusses the practical results of applying “Scaffolding Teaching Strategy” to junior high school biology classroom.The innovation is mainly to sort out the main differences between the teaching process of the experimental class and the control class.Two teaching designs based on the conventional teaching and the “Scaffolding Teaching Strategy” were respectively compiled for the same teaching content.The routine teaching of the control class will also involve some links of the “Scaffolding Teaching Strategy”,but the links are scattered,relatively independent and not systematic.The five links of “Scaffolding Teaching Strategy” are interlinked,interdependent and interpenetrating.This study combines the teaching information of the junior middle school biology class with reference to a large amount of data,and analyzes the current status of the application of the “Scaffolding Teaching Strategy” in the junior middle school biology teaching.By observing the classroom performance of the students in the experimental class and the control class in the teaching case,the students of different levels in the experimental class are interviewed and investigated,combined with the stage results of the pre-test and post-test of the two classes,and finally a conclusion is drawn.The conclusions of this paper are as follows:(1)Compared with the conventional teaching,the classroom teaching of biology in junior high school under the guidance of Scaffolding Teaching strategy has greatly improved the effect of students' classroom learning.(2)Compared with the conventional teaching,the classroom teaching of biology in junior high school under the guidance of “Scaffolding Teaching Strategy”,students' classroom performance is better,which is reflected in the improvement of learning interest,classroom participation and cooperation and communication ability.