Research On The Application Of Scaffolding Teaching Mode In Middle School History Teaching

The 21 st century is the era of knowledge economy.The social upheaval caused by scientific and technological change has put forward the epochal requirements for education--to cultivate the youth of the era with independent thinking and innovation ability.The new curriculum reform also proposes to transform and optimize teaching methods,focusing on heuristic,interactive and inquiry-based teaching,and guiding students to think actively,ask questions actively and study independently.Scaffolding teaching model,based on constructivism learning theory,advocates providing learning scaffolding to help students learn independently and cooperatively,changing the traditional way of teachers directly "replacing everything",and thus ensuring students’ dominant status in learning.This view not only accords with the requirements of The Times but also accords with the call of educational reform.Therefore,in order to further explore the application value in middle school history teaching,this paper USES the method of observation and interview method to their internship class’ s and grade’s class,learning to understand,and based on the analysis of teaching materials,class mark,according to the theory of scaffolding teaching mode and teaching link,with are compulsory 2 "material life and the changes of the custom" lesson as an example for teaching practice.This article is composed of introduction,theoretical overview of scaffolding teaching mode,significance of its application in middle school history teaching,strategy and reflection in teaching application.The introduction part mainly introduces the reason of topic selection,research significance,research status at home and abroad as well as research ideas and methods.The first part of the text focuses on the basic theory of scaffolding teaching model.Firstly,the concept and types of scaffolding in scaffolding teaching mode are discussed,and the process and characteristics of scaffolding teaching are analyzed.Secondly,it discusses the theoretical basis of the model,such as zone of proximal development theory and constructivism learning theory.The second part analyzes the significance of scaffolding teaching mode in middle school history teaching on the basis of observation and reflection of classroom teaching practice.This model is helpful for teachers to update their educational ideas and change their teaching methods,hone their teaching skills,improve their comprehensive quality,help students to change their learning thinking,establish their independent learning consciousness,and promote teachers and students to build a history class with equal dialogue.The third part summarizes the application strategy of this model in middle school history teaching on the basis of reading relevant monographs and research results and summarizing teaching practice experience.Analysis of the situation to grasp the nearest development area;Analysis of teaching materials and selection of learning stent;Create a situation to guide students into learning;Leave time for independent exploration and collaboration;The whole process should pay attention to the interaction between teachers and students;After the end of the learning activities,the method of multiple evaluation should be adopted to test the classroom effect.In addition,teachers should consciously reflect on teaching and strive for excellence in teaching.The fourth part is a reflection on the application process of the model,that is,scaffolding teaching is not a "cure-all" that can not solve all the problems.In teaching,there are also large individual differences due to the large number of students,which makes it difficult to establish the zone of nearest development;It is difficult to balance the relationship between teachers’ "leading" position and students’ main body.Teachers need to give play to the wisdom of teaching creation and combine it with teaching modes such as stratified teaching and divided classroom.