Research On The Application Of Scaffolding Teaching In The High School "Philosophy And Culture" Curriculum

The research on the utilization of scaffolding instruction in the "Philosophy and Culture" course aims to delve into the ways in which ideological and political education teachers can act as a mediator in helping high school students comprehend the fundamental theories of Marxism.Initially,from the perspective of application background,the "Philosophy and Culture" course in high school contains both the dimensions of knowledge and wisdom.The former emphasizes the determinacy and systematicity of concepts,advocates for indoctrination as a means,and aims to pursue quantifiable exam scores.The latter values the reflexivity and possibility of concepts,advocating enlightenment to open up new avenues,and aims to explore perceptible spiritual realms.These two dimensions should have a dialectical unity,but when the struggle between them is overly emphasized,scaffolding instruction is necessary to mediate this tension.Secondly,in terms of the application principles,scaffolding instruction is a teaching model originating from abroad.However,when it is integrated into the "Philosophy and Culture" course,it must be based on the specific reality of Chinese high school education.Furthermore,scaffolding instruction is an open teaching model in nature,but when integrated into the "Philosophy and Culture" course,it must adhere to the theoretical position and method of Marxism as the bottom line.Moreover,scaffolding instruction is a constructive teaching model in function,but when integrated into the "Philosophy and Culture" course,it must be based on the guideline of activating high school students’ critical consciousness.Thirdly,with regard to the application process,this teaching model in the "Philosophy and Culture" course in high school must go through four stages: determining teaching priorities,implementing flexible teaching,conducting ideological feedback,and implementing learning responsibilities.By building scaffolds for understanding concepts,transforming thinking,accessing life,and comprehending realms,students can achieve internal transcendence from "studying" to "practicing," from "practicing" to "perceiving," and from "perceiving" to "pleasing." Lastly,when evaluating the application of scaffolding instruction,it is crucial to assess the appropriateness,comprehensiveness,and depth of the instructional approach.These factors are essential in determining the efficacy of scaffolding instruction in promoting meaningful learning outcomes for high school students in the domain of philosophy and culture.Upon thorough analysis,the implementation of scaffolding instruction in the high school course "Philosophy and Culture" displays the feasibility of a deep integration between contemporary emerging teaching models and Marxist theoretical education.This provides significant insights for expediting the high-quality development of ideological and political education.