Scaffolding Teaching Model In High School Biology Research On The Application Of Exploratory Experiment Teaching

Scaffolding teaching is a relatively mature and perfect teaching method under the constructivism theory.It decomposes learning tasks based on the zone of proximal development,helps students explore and acquire knowledge by building scaffolding,and gives students certain successful experience and positive evaluation.Biology takes experiment as the center,in middle school biology teaching,we must pay attention to experiment teaching.It plays an extremely important role in enhancing students' fun in learning biology,deepening their understanding of textbook theoretical knowledge,mastering the basic operation methods of middle school experiments,and improving middle school students' ability to observe,think,and practice.This research combined the scaffolding teaching model with the middle school biology exploratory experiment,aiming at teachers starting from the constructivist teaching concept,adopted the scaffolding teaching model,and comprehensively using charts,concepts,questions,examples,suggestions and other tools to help students complete the"Internalization" and "absorption" of knowledge and skills.It is expected to explore a teaching design that is more in line with the learning characteristics of high school students,to achieve a balance between "teaching" and "learning" in the limited biology classroom,and not only to complete the teaching task,but also to let students get happiness from the experiment,so as to achieve teaching goals more efficiently.In this subject,literature analysis method,investigation method,educational experiment method and other research methods were used to study the theory and practice of scaffolding teaching.Before teaching practice,questionnaires and monthly examination questions were used to test the current situation of students' academic performance and the development of exploratory experiments.Through the analysis of the questionnaire results,scaffolding teaching mode is seldom used in biology experiment teaching in senior high school.Some students do not pay enough attention to the exploratory experiment,and most of them need to strengthen their experimental operation skills.Most teachers still take academic performance as the main evaluation basis,and pay little attention to the actual performance of students in experimental classes.Moreover,some teachers have certain problems in their teaching methods,which can not effectively achieve the purpose and function of exploratory experiments,there was basically no difference in the students' test scores,experimental hands-on ability,and exploration ability.Next,the three typical exploratory experiments in the compulsory one of the high school biology textbook(Jiangsu education version)were selected,and teaching cases based on the scaffolding teaching model were compiled,then them were implemented during author practice period.Moreover,the class teacher had also made corresponding scaffolding teaching attempts to the other experiments in the compulsory one of the high school biology textbook.After 4 months of teaching practice,the teaching results were collected through examination questions,questionnaires and interviews,and qualitative and quantitative methods were used to analyze the development and improvement of students' core literacy.The research results showed that the application of scaffolding teaching mode in high school biology experiment teaching could enhance students' interest in biology,correct their learning attitude,and improve their academic performance,could promote the development of students' scientific thinking,and enhance students' problem awareness and problem-solving ability.The application of scaffolding teaching mode in high school biology experiment teaching could cultivate students' scientific inquiry,hands-on skills and innovative consciousness.The above results suggested that scaffolding inquiry experiment teaching could improve students' abilities in many aspects and achieve good teaching effect.Finally,summarizing and reflecting was made on the topic,and the further research expectations about the topic were put forward.