The Application Of Scaffolding Instruction In High School History Teaching Under The Theory Of Constructivism

In 1927,the concept of “Constructivism”was put forward,the learning theory of 1980 s constructivism was defined in the Western academic circles,and the 1990 s was introduced into the educational circles of our country,and the process of localization began.In the past10 years,constructivists began to emphasize scaffolding instruction.With the deepening of new curriculum reform,students are required to change their learning style,initiate their active learning,cultivate their learning ability of“Self-determination,cooperation and exploration”,and fully arouse their enthusiasm.Constructivist learning theory emphasizes that students are the center and the subject of knowledge construction.The guiding ideology of the theory can promote the achievement of students’ abilities under the background of the new curriculum reform.Scaffolding instruction is a mature teaching strategy under the theory of constructivist learning,which pays attention to the construction of students’ knowledge and the cultivation of their autonomous learning ability.The key is to design the corresponding learning scaffolding for students,to promote students to climb up to acquire knowledge.At present,scaffolding instruction and the application of specific subjects are not common,so this thesis attempts to explore the application of scaffolding instruction strategy in high school history teaching under the guidance of constructivism learning theory.Based on the investigation and analysis of high school history teachers and students in Changhai County of Dalian and Pulandian District,this thesis finds out the problems existing in high school history teaching at present,and combines the teaching experience of teaching practice,taking the class of Chinese and foreign history outline（part one）“May Fourth Movement and the birth of the Communist Party of China”as an example,this thesis explores the promoting effect of scaffolding instruction on the improvement of high school history teaching,it also points out the advantages and problems of scaffolding instruction in history teaching in senior high school.The results show that students can participate in the classroom better,improve their autonomous learning ability and thinking ability,and promote their higher-level development.Of course,in view of the new curriculum reform,how to use scaffolding instruction to guide high school history classroom teaching still needs to be explored in order to cultivate students’ core quality of history subject and promote students’ individual development.