Practical Research On Scaffolding Teaching In Junior High School Biology Teaching

With the deepening of the new curriculum reform,China's basic education in the future will change the current situation that the curriculum implementation overemphasizes passive learning and mechanical training,and take autonomous learning and cooperative exploration as the development direction.The 2011 edition of compulsory education biology curriculum standard also advocates the learning mode of"autonomy cooperation inquiry",emphasizes that teaching should be student-centered,try to change the learning mode of students,gradually cultivate students'communication and cooperation ability,and let students actively build knowledge in a relaxed and harmonious classroom atmosphere.However,there are still some problems in junior middle school biology teaching,such as teachers' traditional teaching methods,students' lack of learning autonomy and so on.As a new teaching mode,Scaffolding Teaching provides learning support for students at the level of their recent development zone,guides students to form a positive interaction through autonomous learning and collaborative learning,and actively ponders questions and answers to complete the internalization of knowledge.Therefore,this study applies Scaffolding Teaching to junior high school biology classroom,and then explores the impact of this teaching mode on students' learning situation,autonomous learning and cooperative learning.Through literature research,questionnaire survey,interviews,educational experiments and other methods,this study carried out a practical study of Scaffolding Teaching in junior high school biology classroom.First of all,some students and junior middle school biology teachers were interviewed.In the survey of students,it was found that the current biology classroom teachers' teaching methods were more traditional,students' learning autonomy was insufficient,and the current teaching methods had a sense of burnout.In the interview with teachers,it is found that most of the junior middle school biology teachers do not know enough about Scaffolding Teaching,and rarely use scaffolding teaching mode to carry out teaching.However,in general,junior high school biology teachers hold a positive attitude towards Scaffolding Teaching and support the application of Scaffolding Teaching in biology classroom;junior high school students also expect teachers to change teaching methods and provide more opportunities for group cooperation for students.In view of the above analysis,based on the theoretical research,combined with the characteristics of junior high school biology,this paper sums up the types of junior high school biological scaffolds,follows the design principles of scaffolds,designs the links of junior high school biological scaffolds teaching,formulates the screening basis,selects the content suitable for the scaffolds teaching,and applies the scaffolds teaching to the biology classroom.In this study,two classes with similar performance,learning autonomy and cooperative learning ability were randomly selected as experimental class and control class.After a semester of teaching practice,the experimental class and the control class students were measured again with the relevant scale,and the results were analyzed,and the effect of teaching practice was determined by combining the interview results of students.The results of teaching practice show that:Students' learning autonomy and cooperative learning ability are significantly improved;students' mastery of knowledge is not significantly improved;most students' acceptance of Scaffolding Teaching is high.It can be seen that:(1)Scaffolding Teaching is conducive to improving students'learning autonomy;(2)Scaffolding Teaching is conducive to improving students'cooperative learning ability;(3)Scaffolding Teaching has no obvious effect on improving learning performance;(4)Scaffolding Teaching is widely recognized by students.This study reflects the feasibility of Scaffolding Teaching in biology classroom from teaching practice through Scaffolding Teaching,and complements the research on improving students' autonomous learning ability and cooperative learning ability through Scaffolding Teaching.In addition,the development of this teaching practice can provide reference and reference for further research on Scaffolding Teaching.With the development of education,scaffolding teaching practice will continue to enrich and develop.