The Practice Of Scaffolding Teaching Method In High School Biology Experiment Teaching

The traditional front-line teaching aims at imparting systematic knowledge and cultivating basic skills,and emphasizes the guiding role of teachers.In some areas,it still occupies a dominant position in daily teaching.Due to teacher-led transfer and acceptance teaching,conclusions are directly given in the case of insufficient analysis of learning situation.At the same time,the teaching is lack of guidance for students’ process,especially the lack of immediate guidance at the point where students’ thinking is blocked,resulting in insufficient attention to students’ subject status.However,with the development of the information age,the teaching model is constantly innovated.Scaffolding teaching is based on the theory of "nearest development zone" and based on students’ current level.It is similar to the teaching mode that enables students to explore and construct their own knowledge system by setting up the scaffolding in the building with the guidance and help of teachers.It can greatly improve students’ learning ability and effect,and has high theoretical and practical value.This study takes "the application of scaffolding teaching method in high school biology experimental teaching" as the topic.Through the research of scaffolding teaching from both theoretical and practical aspects,it explores and summarizes the feasibility of scaffolding teaching method in high school biology teaching,so as to stimulate students’ interest in learning and promote their all-round development,and provide case reference for the new curriculum reform.Taking Nanchang Experimental Middle School as the investigation object,the research mainly adopts the methods of action research,case analysis,questionnaire survey,literature research and so on to carry out scaffolding teaching research from both theoretical and practical aspects.The research conclusions are as follows:(1)The preliminary investigation shows that the current teaching class of Nanchang Experimental Middle School is centered on teachers and books,ignoring the principal position of students.The whole teaching atmosphere is not equal and pleasant,and the students’ memory of knowledge points is not strong,leading to poor teaching effect.At the same time,teachers’ teaching methods are outdated and unitary.They mostly use explanation method and seldom use modern teaching media,which makes it difficult to arouse students’ learning enthusiasm.Teachers tend to ignore the personality of students,with a unified standard for all students,it is difficult to have a target in education.(2)Through teaching design,it is found that the establishment of effective teaching scaffold is the premise of the smooth implementation of scaffold teaching method.From the perspective of case and concept,practice and theory,in-depth analysis of each link of instructional design,to carry out the teaching concept of the new course,can give play to the effect of instructional design.(3)The results show that the scaffolding teaching significantly improves the effectiveness of biology experiment teaching in high school and has an obvious promoting effect,which can effectively improve students’ performance.Scaffolding teaching significantly improves students’ learning interest,autonomous learning ability and collaborative learning ability,effectively promotes the cultivation of students’ thinking ability and improves their ability to solve practical problems.(4)In the aspect of student developent,studies show that scaffolding teaching can significantly improve students’ ability of independent learning and collaborative learning,promote the cultivation of students’ thinking ability,and improve their ability to solve practical problems.Therefore,scaffolding teaching connects life and knowledge together,reduces the threshold of knowledge acceptance for students,and makes it easy for students to learn.At the same time,scaffolding teaching can promote students’ spirit of independent inquiry.In the learning activities preset by teachers for students,students can develop by setting up scaffolds to further cultivate their spirit of inquiry.In addition,scaffolding teaching can be presented in the way of group cooperative learning to enhance the cooperation and communication between students.The scaffolding teaching model emphasizes collaboration and provides students with opportunities for cooperative learning.Therefore,scaffolding teaching has a positive impact on biology experimental teaching in high school.Students can promote their overall development with the help of learning scaffolding in certain situations,which has a high application value and is necessary for popularization and promotion.