Theoretical And Practical Research On The Construction Of Teaching Scaffolding In Middle School Physics Classrooms ——The Perspective Of Learning Psychology

As one of the constructivist teaching methods,scaffolding teaching plays a very important role in the effective construction of current knowledge for students.Well-designed teaching scaffolding plays a very important role in students mastering the necessary content of a class and inspiring their thinking.Through literature review,it is found that the existing research on scaffold theory is based on certain principles,and how to build a specific scaffold mostly relies on experience,and does not reveal the internal logic mechanism of scaffold construction.These studies seem very correct and reasonable,but they fail to provide convincing explanations and uniform standards to provide front-line teachers with a practical approach.Based on this,this study attempts to reveal the essence of an effective teaching framework for physics,construct a design model for an effective teaching framework,and study the effectiveness of the implementation of the teaching model based on the study of learning psychology.In theoretical research:1.Reveal what the essence of effective teaching scaffolding is.The teaching scaffolding is divided into problem scaffolding and worksheet scaffolding,indicating that the problem scaffolding is essentially the continuous questioning used in the heuristic teaching method.The worksheet bracket is essentially a prompt in the form of text provided in the inquiry-based teaching method.It is pointed out that in accordance with the students' learning mechanism,it is effective to follow the strategies of the corresponding links and the strategies of the neutron links of the corresponding links in different teaching links.In theory,it is pointed out that the design of teaching scaffolds is not the more the better.2.Design patterns for building effective teaching scaffolds.The design of the teaching support is divided into four steps: analysis of teaching tasks,determination of teaching difficulties,determination of teaching methods for each link,and construction of teaching support for each link.3.Teaching scaffolding effectiveness test.The scaffolds designed by other authors were analyzed,and whether they were reasonable based on whether they were consistent with the student's learning mechanism.In practical work:1.It is proved through teaching experiments and assessment questions that the problem chain bracket designed on the basis of learning psychology can help students master the conclusions they need to acquire in this lesson.2.Through the experiment and questionnaire verification of the whole heuristic teaching and part of the heuristic teaching,it is concluded that in a 40-minute physics class with a small capacity,the teaching support can be designed in all links.