Influence Of The Intensity Of Scaffolding In Inquiry Learning On The Problem-solving Ability Of Students With Different Cognitive Styles

As the core ability of higher-order thinking ability,problem-solving ability is an important ability for people to adapt to the social environment and realize social innovation.Inquiry-based learning based on the theory of situational learning,strives to guide learners to actively explore in open real problem situations,and realize the learning,understanding and practical application of students’ knowledge and ability,which is of great significance for cultivating students’ problem-solving ability.The effectiveness of inquiry-based learning depends on the support of learning scaffolding,and the effect size of learning effect is closely related to the specificity of instruction.As one of the factors that must be considered in the design of personalized learning,the design of the personalized scaffold in inquiry-based learning inevitably needs to consider the cognitive style of students.Whether students with different cognitive styles have a preference for the strength of the learning scaffold in inquirybased learning,and the impact of this preference on the cultivation of problemsolving ability remains to be explored.Therefore,on the basis of summarizing the inquiry-based learning learning model,this paper integrates the process of problem solving with it,and designs an inquiry-based learning scaffolding model from the four processes of inquiry and understanding,representation and formation,planning and execution,and monitoring and reflection.The intensity was then adjusted from the following dimensions: type of learning scaffold,stage of use,form of presentation,degree of compulsion,intensity of inquiry support,and teacher’s verbal explanation.Finally,the results of experimental implementation are used to explore the differences in the development of problem-solving ability of students with different cognitive styles under different intensity of learning scaffolding.First,the author sorts out the research status of inquiry-based learning,scaffolding teaching,deep learning,and problem-solving ability by reading a large number of literature materials;These processes are integrated to design inquiry-based learning scaffolds based on the division of the problem-solving process stages.The design of the learning scaffolding mode follows the principles of timing and moderation,temporary and gradual regression,type diversity and dynamic guidance.Afterwards,the author organized and put forward a strategy for adjusting the intensity of scaffolding teaching scaffolds,designed inquiry-based learning scaffolds of different intensities for problem-solving training,and carried out a teaching design with the theme of "The Shield of Life-Exercise Before Virus Invasion".Finally,a school in Shanghai was selected as the experimental school,and the sixth grade students were selected as the experimental grade.The learning style test was conducted on all sixth graders.According to the grade score ranking,the students’ learning styles were divided into three categories: field-dependent,field-independent,and non-obvious learning styles.Four classes were randomly selected as experimental classes,two classes used weak scaffolds for inquiry-based learning,and two classes used strong scaffolds for learning,and an empirical study of 4 weeks and 8 class hours was carried out.Class learning data were recorded to compare the differences in problem-solving development among students of different cognitive styles under different learning scaffolding strengths.The effects of different intensities of inquiry-based learning scaffolds on students’ problem-solving abilities were assessed through quantitative and qualitative data analysis of the collected questionnaires,student works,task sheets,and interview recordings.The following conclusions are drawn: the support of different intensities of inquiry-based learning scaffolds can significantly improve students’ problemsolving ability;there are differences in the development of problem-solving abilities of students with different cognitive styles under the same strength support,and there are also differences in the development of problem-solving abilities of students with the same cognitive style under the support of different strength supports;The level of deep learning is affected by the strength of learning scaffolding and cognitive style;the learning style of learners has a direct impact on the development of their problemsolving ability,and the strength of learning scaffolding affects problem-solving ability through the interaction between learning style and deep learning.development has an impact.