Research On The Practice Of Scaffolding Teaching In High School Art Appreciation Curriculum

The advent of the knowledge economy era,marked by practice and innovation,highlights the transformation of current curriculum concepts and learning methods.With the support of various teaching resources,the student learning methods,teacher teaching paradigms,and the representation forms of appreciation content in the art appreciation module teaching are developing towards a basic trend of contextualization,autonomy,and collaboration.Therefore,this study focuses on the coupling innovation of scaffolding teaching mode in high school art appreciation courses,and uses educational research methods such as questionnaire survey,interview,and experimental research to determine the theoretical foundation of scaffolding teaching mode,the reality of art appreciation courses,and the research framework for scaffolding teaching in high school art appreciation courses.The aim is to systematically and scientifically clarify the constructivist learning theory,The value of scaffolding teaching in the application of high school art appreciation module is to explore new concepts,paradigms,and strategies for art appreciation teaching in the era of core competencies.Based on the above ideas,the author mainly conducts research around the following two questions:firstly,what are the problems in the teaching methods of art appreciation courses?How to effectively solve the problem through the practice of scaffolding teaching mode?Among them,the first question is a prerequisite question,and the second question is the core question.This study focuses on the background of learning support strategies under constructivist theory.The article elaborates on the scaffolding teaching theory,conducts research in H Middle School,designs large unit teaching,analyzes the course teaching process,and displays the results,thereby improving the teaching effectiveness of this support strategy.Research has demonstrated the applicability and positive impact of scaffolding teaching on high school art appreciation courses.At the same time,this study proposes relevant conclusions:firstly,integrating authentic learning tasks into scaffolding teaching,always focusing on "student acquisition",and independently creating subject experience.Secondly,design an evaluation plan that starts with the end and constructs an evaluation system for art appreciation learning under a scaffolding teaching model.Thirdly,making scenario creation a key element in scaffolding teaching lays the foundation for achieving the unity of the"instrumental" and "humanistic" characteristics of art appreciation teaching.Fourthly,implement differentiated teaching design,activate the "nearest development zone" of different learners,and enhance the matching between the art appreciation teaching paradigm and the cognition of different learners.Fifthly,establish a scaffolding library for high school art appreciation learning around "images",thereby achieving two-way coupling of modular teaching design and scaffolding teaching practice in the art appreciation module.In short,the scientific and rational application of constructivist learning theory in the teaching practice of art appreciation courses,and the reasonable and timely application of scaffolding teaching mode in teaching design can effectively promote the deepening and innovation of teaching concepts and learning methods,thus adapting to the teaching reform of core literacy in the art discipline.