A Study On The Application Of A Scaffolded Teaching Model In Teaching Process Knowledge In High School Geography

The GCSE Geography Curriculum Standards(2017 Edition)emphasise student subjectivity and encourage them to adopt an independent,collaborative and exploratory approach to learning in order to achieve the core literacy requirements of the subject of geography.The core of the scaffolded teaching model lies in teachers building scaffolding systems and creating problem situations to promote students’ independent and collaborative learning.The process knowledge of senior secondary geography is difficult for students to accept because of its complex dynamic changes and its characteristics across time and space,which is a major challenge for classroom teaching.By applying the scaffolding mode to the teaching of process knowledge in geography,the creation of classroom contexts is conducive to the reproduction of geographic processes;the construction of problem frameworks is conducive to students’ progressive exploration of knowledge,which is in line with the characteristics of the stages and dynamics of process knowledge in geography.Therefore,this paper combines the scaffolding teaching model and the teaching of geographic process knowledge in order to optimise the teaching of geographic process knowledge in senior secondary schools,so that students can grow their knowledge and learn geographic processes through problem-based inquiry.This study firstly adopts the literature research method as well as determining the research direction of this paper based on the educational internship experience,discussing the current research background and the significance of this study as well as the current situation of domestic and international research,and determining the research proposal of this paper.Secondly,this study analyses the feasibility of combining the scaffolded teaching model and the teaching of process knowledge in geography from the theoretical aspect based on constructivist theory and systematic geography theory.This study takes the teachers and students of Linyi Nineteenth Middle School as the research objects,issues questionnaires to investigate the current situation of the application of the scaffolded teaching mode in the teaching of geography process knowledge,and analyses the existing problems: teachers have not formed an overall concept of the scaffolded teaching mode and are not familiar with the application process;teachers have less penetration of the geography process terminology;students have difficulties in classifying geography process knowledge.Based on the results of the questionnaire survey this study proposes the application principles of the scaffolded teaching mode in the teaching of process knowledge in high school geography;constructs a scaffolded teaching process based on the characteristics of process knowledge in geography,and designs a teaching case with the water cycle as an example,in order to provide more reference for front-line teachers to draw on.Finally,this study investigates whether the scaffolded teaching model is effective for teaching knowledge of geographic processes through experimental methods,interviews and the correction of students’ work in teaching practice.The author selected classes with the same level of learning in geography for the experiment and used IBM SPSS Statistics27 software to analyse whether there was a difference in the post-experimental geography scores between the two classes,and interviewed the students in the experimental class to ask them how they felt about learning under the guidance of this mode of teaching.The results showed that the experimental class students’ geography scores were better than those of the control class after the experiment,the experimental class students’ interest in learning inquiry was greatly stimulated,the students’ evaluation of themselves was more comprehensive,and the students’ learning confidence was enhanced.This paper is based on the theory of constructivism and other theories to apply the scaffolded teaching model to the teaching practice of geography process knowledge,and analyses the experimental results to conclude that it is practical and feasible to apply the scaffolded teaching model to the teaching of geography process knowledge.The paper verifies the feasibility and necessity of combining the two studies from both theoretical and practical perspectives,and proposes the idea of applying the scaffolded teaching model to the overall teaching of the high school geography curriculum.