Research On Scaffolding Teaching Practice Of High School Biology Pointing To Deep Learning

In the competitive information technology and knowledge economy era,the practice of deep learning is not only the mission of teaching reform,but also the respect for the teaching rules,and it is an active response to the challenges of the Times.Deep learning is not only a complex thinking activity of individuals,but also an activity devoted to will,emotion and psychology.Scaffolding teaching refers to the process in which teachers guide students to construct meaning independently by setting up scaffolds in the students’ recent development area and gradually reduce support until they withdraw when they reach the potential development level.Scaffolding teaching can improve the learning efficiency and learning ability of students,while the core of deep learning is to cultivate students’ higher-order thinking ability.They have the same goal and both point to more effective learning.Therefore,scaffolding teaching with transitional teaching scaffolds as the core can help students find the path of deep learning to a certain extent.How to promote students’ deep learning through scaffolding teaching biology classroom was mainly discussed in this research.Guided by the theories of zone of proximal development,meaningful learning,metacognition and so on,this study expounded the concept,nature,characteristics,evaluation system of deep learning,as well as the connotation,types and functions of scaffolding teaching,and it explained the reasons why scaffolding teaching can promote deep learning.With the support of the theory,this study conducted preliminary investigation and analysis on the deep learning process and advanced abilities of the practice objects through the design of deep learning questionnaires,and it designed the scaffolding preparation,implementation conditions and model construction of scaffolding teaching.After the completion of the preliminary work,in the context of the current situation of questionnaire survey,this study designed a high school biology class based on scaffolding teaching,and carried out a three-month teaching practice to explore the impact on students’ deep learning.Through the comparative analysis of the experimental class and the control class,the conclusions showed that as the follows:First,Scaffolding teaching could effectively promote students’ deep learning,reflected in the promotion of students’ deep learning process and deep learning ability,such as motivation,strategy,critical thinking,problem-solving ability,cooperative inquiry ability,etc.,which has been significantly improved.Second,Scaffolding teaching oriented to deep learning can effectively improve the biology performance of high school students;Third,Scaffolding teaching could also improve students’ ability of knowledge construction and reflection.