Research On The Application Of High School Geography Scaffolding Teaching Model Based On Core Literacy

With the deepening of educational reform,basic education in China will develop in the direction of clear objectives,cross-border integration,autonomous learning,cooperative inquiry and improving teachers' quality in the future.In order to grasp the development direction of education reform,we need to accurately grasp the relationship between key competences and students,and improve the traditional cramming teaching method.Scaffolding Instruction based on constructivist learning theory and the theory of the zone of recent development.It advocates independent,cooperative and exploratory learning methods,emphasizes student-centered,and forms positive interaction of teaching in the zone of recent development.It is conducive to improving teaching efficiency and implementing key competences.Therefore,through literature research,questionnaires,interviews,experimental analysis and other research methods,based on key competences in high school geography classroom to carry out the application of Scaffolding Instruction Mode.On the basis of consulting and analyzing the literature and writings about Scaffolding Instruction at home and abroad,this paper expounds the theoretical basis and related concepts of Scaffolding Instruction Mode.During the research period,some students and teachers in the first year of senior high school in the practice school were investigated by means of questionnaires and interviews in order to understand the current situation of geography teaching in senior high school.The existing problems in the teaching process were found out through the survey data analysis.Based on these problems and the previous theoretical research,Scaffolding Instruction was summarized and analyzed.The basic steps,possible problems and solutions in the application of the model in high school geography and how to "coincide" with the support in geography teaching.Finally,through teaching practice to verify the effectiveness of Scaffolding Instruction Mode in high school geography teaching,the experimental results mainly use Excel and SPSS 19.0 data statistics software to compare the geographical performance between the experimental class and the control class,and adjust according to the experimental feedback,and put forward the application suggestions of Scaffolding Instruction Mode.The experimental results show that after one semester of teaching practice,there are obvious differences between the experimental class and the control class,and the geographical performance of the experimental class is higher than that of the control class.Compared with the control class,the experimental class students' learning attitude,learning ability,learning initiative and learning atmosphere have been improved.It can be seen that the proper use of Scaffolding Instruction Mode helps to improve the traditional classroom students' passive acceptance of knowledge,and plays a positive role in the implementation of key geographic competences.