Research On Scaffolding Teaching Practice Based On Structural And Functional Concepts

The General High School Biology Curriculum Standards(2017 Edition Revised 2020)[1](the New Curriculum Standards)clearly states that "the biology curriculum should aim at core literacy,and the core literacy of biology includes four dimensions: life concepts,scientific thinking,scientific inquiry,and social responsibility." Among these core literacy,the one that can facilitate students’ application and sublimation of knowledge is the concept of life.The concept of structure and function is a central concept of life,and its development facilitates students’ ability to see the nature of living systems in relation to the internal and external world.Scaffolding is a teaching model in which teachers use scaffolding to promote students’ independent development,based on a conceptual framework built on their nearest developmental zone.In practical research,some researchers have brought scaffolding into the classroom and found that scaffolding is conducive to the progress of students’ conception of life.Based on this,the author used the chapter of Basic Structure of the cell as an example to conduct an empirical study on whether scaffolding teaching can facilitate the cultivation of students’ structural and functional concepts.The details and methods of the study are as following.The literature research method was used to analyse the current situation of domestic and international research on the concept of life,the structure and function concept and Scaffolding teaching,to further understand the connotation,meaning and effective cultivation strategies of the structure and function concept;to understand the connotation and links of Scaffolding teaching,to sort out one’s research ideas and to guide the subsequent practical research.The survey of teaching status is carried out by a questionnaire survey method,and a bracket teaching strategy is proposed based on the current situation.Before the actual teaching was carried out,the current situation of bracket teaching based on the structure and function concept of teachers and students was investigated,and most teachers knew the conceptual connotation of structure and function,and also knew that it was beneficial to cultivate students’ structure and function concept,but due to the tight teaching time,they did not infiltrate too much of the students’ concept of life.For students,most of them do not have a deep understanding of the meaning of the concept of structure and function,and when asked about the importance of the cultivation of the concept of structure and function,the students said that it was important,which laid the foundation for the development of this topic.The proposed teaching strategy is applied to the teaching case through the case study method.The three sections of the chapter "The Basic Structure of cells" are designed for instruction based on the structural and functional concepts.First of all,the author draws three teaching frameworks according to the curriculum standards and teaching materials,and then splits the framework according to the bracket teaching link,designs the teaching link,selects the appropriate scaffolding and implements the teaching;in the effect evaluation link,the expressive evaluation is used,and the evaluation methods such as mind map,model structure,and student classroom behavior observation are used to determine the learning level of students.Through the experimental research method,a survey on the current status of scaffolding based on structural and functional views was conducted on the two classes before the experiment(Appendix B),and after the experiment,eight representative questions were selected for a survey on the practice of scaffolding based on structural and functional views(Appendix C)to compare the students’ answers in the two classes and to determine the development of students’ structural and functional views.The author used a before-and-after controlled experiment within the group in this study,which allowed for a good assessment of the progress of students’ structural and functional views.After practice,the following conclusions are drawn: bracket teaching based on structure and function concept promotes students’ learning of conceptual knowledge by changing students’ learning style and improving students’ learning interest,thereby promoting the development of students’ structural and functional concepts;and in the process of practice,students’ initiative in the classroom is improved,and the ability to independently build conceptual frameworks after class is further developed.Unfortunately,when using scaffold teaching to cultivate students’ core literacy,it only targets the structural and functional concepts in the concept of life,which is only part of the core literacy of biological disciplines;when determining the recent development area of students,the whole class is regarded as a whole for analysis,and the students cannot be analyzed hierarchically.