Research On The High School Geography Scaffolding Instruction Model To Promote The Development Of Higher-order Thinking Ability

The rapidly developing information society puts forward higher requirements for the future talents,that is,students are required to have higher-order thinking skills,which is also a necessary ability for students to adapt to the development of modern society and lifelong development.Both the "General High School Curriculum Program(2017 Edition)" and "General High School Geography Curriculum Standards(2017 Edition 2020 Revision),have put forward requirements for students to build higher-order thinking skills.The scaffolding teaching model is an education model which educators take students as the core,create realistic problem situations around learning tasks,provide conceptual frameworks required for learning.Scaffolding teaching model is an educational model that guides students to construct a knowledge framework through independent learning and group cooperative inquiry learning,which has been perfected day by day after years of development.It has a significant role in promoting teaching development.On the basis of detailed reading and analysis of domestic and foreign literature on higher-order thinking skills and scaffolding teaching model,the ultimate goal of this research is to build high school students' high-order thinking ability in geography.Referring to Constructive Learning Theory,Higher-order Learning Theory,and the Theory of Zone of Proximal Development,explore and analyze the specific connotations and indicators of geographic higher-order thinking abilities,compile an evaluation questionnaire for senior high school students' geographic higher-order thinking abilities with high reliability and validity;adopt questionnaire survey method and interview method to analyze the questionnaires data and get the status quo of senior high school students' high-order thinking ability in geography.Based on the results of data analysis and related cognitive theories,build the teaching scaffolds that promote the formation and development of high-order geographic thinking abilities of high school students.Follow the teaching philosophy and teaching steps of the scaffolding teaching model,carry out teaching design for teaching practice research.Conduct teaching experiments to compare the actual teaching effects of scaffolding teaching mode and conventional teaching mode,to test whether the built scaffold can promote the development of learners' higher-order thinking ability in geography.The main research conclusions are:1.Through analysis of questionnaire data,interviews with teachers and teaching experiments,the following conclusions are obtained:(1)High school students generally have a low level of higher-order thinking in geography.(2)The Scaffolding teaching model has a significant effect in improving students'academic performance in geography and the level of higher-order thinking skills in geography.2.Through the analysis of the data and conclusions,several suggestions are summarized for the training methods of higher-order thinking ability and the application of scaffolding teaching mode:(1)Build a scaffold:evaluate low-level abilities and preset high-level goals.(2)Enter the context:focus on the topic of knowledge,select contextual materials.(3)Independent exploration:intuitive logical network and visual thinking process.(4)Collaborative learning:creative activity projects,cooperative problem solving.(5)Effect evaluation:multiple evaluation methods and comprehensive evaluation content.