Practical Research On Using Scaffolding Teaching To Improve Students' Classroom Report Presentation Ability

Knowledge building discourse is an important learning activity in Knowledge Building(KB).Class presentation is a very important and frequently used discourse method of KB.By making presentation,on the one hand,students can develop communication and collaboration skills;on the other hand,they can promote the sharing and development of community knowledge.However,in the pre-study,the researcher tracked the knowledge building classroom and found that students generally do not presentation,the quality of the presentation is low,and the presentation flows in the form.The low-quality presentation often leads to the difficulty of deepening the knowledge building discourse.So can we combine KB practices to find more effective strategies and gradually improve the level of students’ presentation?This study attempts to design and apply targeted Scaffolding Instruction,and strives to promote students,class presentation levels in multiple iterations of design research.In this study,22 students(male 10,female 12)of the 18th grade digital media application technology of Nanjing XuanWu Secondary Professional School were studied.The researcher is also an experimental teacher;in the knowledge building classroom lasting for one semester(In the basic course of computer application),the design based research method is mainly adopted.After three rounds of iterative design,the level of students’ presentation is improved step by step.The main course is as follows:(1)In the novice stage,the students use the scaffolds provided by the teacher to conduct a“matching,presentation.At this stage,the students are not clear about how to make the presentation and the use of the scaffolds,and the whole class forms a simple presentation rule;(2)The ignorant stage,the students mainly presentation on the deepening and development of personal research problems.The scaffolds used in this stage are revised and supplemented by the researchers according to the problems in the novice stage.(3)The construction stage,the students’ meaning to the presentation rules and the scaffolds both are mature,and students at this stage use the scaffold that have been revised after the ignorance phase to report on the topic of the group.The researchers tracked the various stages,and the collected raw materials included the student’s recorded study list,the views on the platform,the designed works,the materials for the presentation,and the data sources such as video and audio.It mainly analyzes the data from the two aspects of "quality" and "quantity" of the presentation;the aspect of "quality":encodes the content of the student’s presentation through content analysis,and then uses SPSS to quantify the encoded data.The effectiveness of the presentation and the differences between each phase;the "quantity"aspect:mainly analyzes the changes in the number of people interacting with the participants in the presentation process.The results show that:(1)Scaffolding Instruction can enhance the "quantity" of students’ participation in communication in the knowledge building classroom.The number of students participating in the presentation exchange is on the rise,indicating that students actively participate in the presentation exchange,so that they have more in-depth thinking on the presentation content..(2)Scaffolding Instruction can improve the "quality" of students in the classroom to make presentation.Through data analysis,it is found that students’ presentation levels in three stages show a clear upward trend,but each dimension has different performances:In the novice and ignorant phases,there are significant differences in the dimensions of content and interaction between students,and the dimensions of the visual tools do not show differences;in the ignorant and eonstructive phases of the use of seaffolds,students are engaged in content,interaction and The three dimensions of the visualization tool show obvious differences and present a benign development trend.(3)Scaffolding Instruction can promote the knowledge building classroom students to improve the presentation learning effect.There are significant differences in the quality of the presentation in the three stages,indicating that the "presentation" scaffold enhances students’ presentation level and promotes students’ deep learning.