The Research On The Application Of Scaffolding Instruction In Biology Class Of Senior High School

Scaffolding instruction is a teaching model proposed by constructivists based on Lev Vigotsky's theory of "zone of proximal development",which takes students as the main body in the classroom and students take the initiative to construct meaning with the help of teachers.This paper explores the effect of scaffolding instruction on improving students' academic achievement and fulfilling their subject core literacy through the application of scaffolding instruction in biology teaching in senior high school.The whole research process uses the literature research method,questionnaire survey method,experimental research method,interview survey method,classroom observation method,etc..First of all,through consulting the relevant materials and literature of scaffolding instruction to grasp the current theoretical basis and research status of scaffolding instruction to lay a theoretical foundation for this topic.Secondly,a one-semester teaching experiment was carried out in two parallel classes.The experimental class adopted scaffolding teaching model for classroom teaching,while the control class still adopted conventional teaching.In the course of the experiment,we observed the two classes,recorded the students' daily teaching situation,combined with the teachers' intuitive experience in class to understand the students' learning autonomy,cooperation spirit,inquiry spirit and other changes.Finally,the students were interviewed and investigated,and the results were statistically analyzed to find out the students' adaptation to scaffolding instruction and the effects in learning autonomy,cooperation spirit and inquiry spirit.Using Online SPSS software to analyze the data of students' mid-term and final examination results,and analyze the influence of scaffolding instruction on the results.The main results are as follows:(1)the scaffolding instruction model attaches importance to the situation creation,effectively stimulates the student to study the biology interest,effectively enhances the student to study the autonomy.(2)scaffolding instruction plays an important role in fostering students' cooperative spirit,and students are more confident in communication.(3)scaffolding instruction can improve students' inquiring spirit to a certain extent.(4)scaffolding instruction model can effectively improve students' biological achievement,students can better understand biological knowledge,better knowledge construction.In a word,compared with the conventional teaching,the students who use the scaffolding teaching mode have improved in the aspects of learning autonomy,inquiry spirit and cooperation spirit.The application of scaffolding instruction in biology classroom teaching in senior high school has a good effect and can effectively improve the core quality of biology.