Research On The Application Of Scaffolding Teaching Mode In High School Mathematics Concept Teaching

The “General High School Mathematics Curriculum Standards(Revised edition2020)” states that teachers should implement student-centeredness and promote diverse learning in their teaching,and guide students to grasp the essence of mathematical content.However,in traditional high school mathematics concept teaching,there are problems such as neglecting students’ independent construction of concepts,their experience of the concept formation process,and emphasizing problem solving over concepts,which are not conducive to students’ mastery of the essence of mathematical concepts and their personal development.The scaffolding teaching model is a student-led and teacher-led teaching model in which the teacher builds a conceptual framework based on students’ existing cognition and guides students to actively construct knowledge.Therefore,this paper investigates how the scaffolding model can be effectively applied to teaching mathematical concepts in high school to help students effectively construct concepts,change their learning styles,and improve their interest and ability to learn mathematical concepts.This paper uses literature research,questionnaire survey,interview,and case study to carry out research on the effective application of scaffolding teaching model in high school mathematics concept teaching.First,on the basis of theoretical research,the theoretical and practical significance of this research is analyzed.Then,a survey was conducted to investigate the problems in teaching and learning of concepts in senior secondary schools and the feasibility of applying the scaffolding model in teaching concepts,and combined with SPSS software for data analysis.Finally,combined with the investigation results of the theory and teaching status,in the application of scaffolding teaching,six application principles are summarized,and five application strategies are proposed.The six principles are “student-centered”,“contextualization of concept teaching”,“problem-orientation”,“timely construction and dynamic adjustment of scaffolding”,“holistic construction” and “focus on collaborative interaction”.The five strategies are “grasp the nearest developmental zone and build a conceptual framework”,“concept introduction flexibility and focus on student interest”,“set up ‘doubts’ to stimulate thinking and collaborate effectively in inquiry”,“adequate integration of multimedia teaching to enrich visual perception”and “diversify teaching assessment to focus on student development”.According to the application principle and application strategy,this paper gives two teaching practice cases of “Parabola and its Standard Equation” and “Concept of Number Sequence”.Based on theoretical research,combined with survey results and teaching practice,this study concludes that :(1)Scaffolding teaching enriches the way in which concepts are taught in senior secondary mathematics.(2)The application of scaffolding teaching can stimulate students’ interest in learning concepts,improve students’ participation and enthusiasm in conceptual classroom,and help cultivate students’ awareness of self-construction of concepts.(3)Scaffolding teaching makes the relationship between teachers and students more harmonious.