The Study And Practice Of The Junior High School Functions Based On The Scaffolding Instruction

Scaffolding is a kind of teaching pattern that based on the development of student's current level,through a variety of methods to guide students to construct knowledge actively.It emphasizes that the student-centered with the premise of teacher considers the students' recent development area,and creates the problem situation of desire to inspire students to explore it carefully.By constructing bracket to support students could construct their knowledge constantly,and they are encouraged to carry out inquiry learning and collaboration learning so that they can make a great progress in their abilities eventually.Scaffolding instruction has a certain significance on teaching,which not only stimulates students' interest in learning,but also changes students' attitude towards learning.Meanwhile,it changes the traditional class situation of teacher-led.This paper tries to study this teaching pattern in junior middle school function teaching and explores its practicality and effectiveness.Through literature review and theoretical thinking,this paper shows the generation and development of scaffolding teaching clearly,also clarifies its basic principles and theoretical basis,including the types,characteristics of scaffolding teaching and so on.Then,the questionnaire survey and interview are conducted under the scaffolding teaching pattern to understand the status of function teaching,and the problems are existing in function teaching found out.Finally,it based on the model of scaffolding instruction teaching design to test the students Through analyzing and comparing the test results with statistical software,also having a test on the chi-square.It confirms the effect of scaffolding instruction pattern.And it puts forward some corresponding teaching strategies in building support creating problem situation.Through the practical research of scaffolding teaching pattern,the author draws the following conclusions: First,teachers should consider the students' recent development area considerately in teaching.Second,teachers should grasp the accurate opportunity to build a reasonable and effective scaffold for students to promote thinking in teaching.Third,teachers should create intuitive and divergent problem situations for students to promote the development of students' cognitive level in teaching.Fourth,the in-depth study of this pattern provides some teaching practice reference for the majority of middle school teachers.