A Study On Scaffolding-based Teaching For Students' Deep Learning In High School Biology

The new curriculum emphasizes that students should actively participate in the learning process,carry out exploratory learning,and train students to have a deep understanding of basic knowledge and transfer application in different situations,so as to solve practical problems.This requires teachers to change the traditional education and teaching methods and ideas,no longer indoctrination education,truly cultivate students' innovative spirit,improve the core quality.Deep learning plays a key role in personal lifelong learning and development and innovation.The combination of scaffolding teaching and deep learning not only meets the requirements of the new curriculum reform,but also helps students to achieve the core literacy of biology.This study elaborates the theoretical basis and research status of scaffolding teaching and deep learning,and formulates feasible research schemes based on the characteristics of deep learning and the five links of scaffolding teaching.Firstly,a questionnaire survey on deep learning in high school biology was conducted in a senior high school in Shenzhen,Guangdong Province as an example,aiming to understand the performance of different dimensions of deep learning in the senior high school in this high school and to find out students' deficiencies in deep learning,as a starting point and anchor point for scaffolding teaching to promote students' deep learning.Before carrying out scaffolding teaching,two parallel classes were randomly selected to test students' pre-experimental biology theory scores and deep learning levels,to identify the subjects for practical research,to propose teaching strategies based on scaffolding teaching to promote students' deep learning,and to put them into practice during the internship.The effectiveness and feasibility of the teaching strategies were verified through classroom observations,interviews,questionnaire results and biology theory scores.The research conclusions are as follows:1.According to the results of the deep learning questionnaire,the overall level of deep learning in biology in the senior class of a senior high school in Shenzhen is not high enough,and there are differences in the performance of each dimension,among which students have high motivation to learn,but poor performance in the two aspects of learning methods,evaluation and creativity.2.Teaching strategies to promote students' deep learning based on scaffolding teaching are as follows:(1)As the beginning of learning,the step of "entering the situation" is particularly important to trigger the drive and stimulate learning motivation.Different situations are reasonably created according to the teaching tasks and students' cognitive reality;(2)"Scaffolding" is the process of providing learning scaffolds to help students climb up the ladder according to their most recent developmental areas in order to help them understand and construct meaning,and gradually withdrawing the scaffolds in the process;(3)Flexible combination of "independent exploration" and "collaborative learning",when students have a certain cognitive foundation,the students have a certain cognitive basis when teachers gradually let go,will be handed over to the responsibility of the students,guide students by making assumptions,independently designed experiments,explore and team cooperation,mutual exchanges across,the zone of proximal development critical learning,comprehension,memory,and implement deep learning;(4)The "effect evaluation" stage includes not only the summative evaluation,but also the formative evaluation throughout the whole process,focusing on multiple evaluations to reflect the students' development in a comprehensive and realistic way.After analyzing the experimental results and comparing them with the pre-test results,the results showed that the experimental group got different development of the three first-level dimensions of deep learning under the scaffolding teaching.3.Through post-test difference analysis of nine secondary dimensions of deep learning,it was found that students in the experimental class were significantly higher than the control group in seven secondary dimensions of deep learning: learning motivation,learning engagement,learning approach,connection and integration,critical understanding,constructive reflection,and knowledge transfer and application,indicating that scaffolded instruction can promote the development of these seven dimensions of deep learning to some extent.However,although the experimental class and control class have developed in the two dimensions of memory mode,evaluation and creation,the differences are not significant,so scaffolding teaching and conventional teaching mode have similar promoting effects on students' deep learning in memory mode,evaluation and creation,which is not significant.Based on the problems existing in the implementation of scaffolding teaching,student interviews and classroom observations,the following recommendations are made:(1)Teachers should update their teaching ideas in time and try different teaching modes to improve teaching;(2)Learning scaffolds should be clearly identified prior to the construction of the student's nearest developmental area and should be carefully selected and not abused;(3)Scaffolding should be progressively withdrawn to ultimately realize students' independent learning.